教师资格面试：高中英语试讲万能模板
【DOC】-教资面试高中英语试讲模板之语法口语
【DOC】-教资面试高中英语试讲模板之语法口语教资面试高中英语试讲模板之语法口语语法课课型四色笔实战模板以人教版必修三UNIT3为例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 Grammar (板书内容)教学目标:准确理解相关语法的基本概念，结构，运用。
重点:相关语法的基本概念和结构难点:以学促考，灵活运用。
Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法 T: Good morning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Noun clauses. Nowplease open your book, turn to page 21，book 3 and look at Ex1. Read the play, which are mainly about this kind of grammar?Try to find the sentences.(pause)T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom, please. (手势语:平伸右手，手掌朝上，示意学生回答。
做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子～)May we ask what you are doing in this country?T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子～)I didn’t know whether I could survive until morning.T: Very good，sit down, please. Now, who want to share the last one? Ok, please. (同上，写第三个句子～)The fact is that I earned my passage by doing sth.(课本上的三个句子)T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right? Let’s look at the Ex 2 and try tofinish the exercise of this part. If you can not solve the problem,first, lists problems of your own, then you can discuss in pairs; after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)Difficult point 1: What do you think of the bet the brothers have made?Difficult point 2: What do you think will happen to Henry?Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentencesare much harder to understand. Can we help them to under the two sentences?T: Now, who want to try? Ok, Susan, please. (手势语:平伸右手，手掌朝上，示意学生回答。
教师资格面试高中英语试讲真题
教师资格面试高中英语试讲真题一、试讲题一1.课题：语音教学试讲2.内容：(1) What sports do you like doing?(2) Do you like watching sport on TV?(3) Have you ever turned up late for a match?(4) If your school asked you to be in a team, would you try to back out?3.基本要求：（1）朗读所给材料；（2）配合教学内容适当板书；（3）针对所给材料，设计操练英语语调的教学活动；（4）用英文试讲。
二、试讲题二1.题目：TV show2.内容：Thank you for joining TV’s Around The World show. Today, we’re in Australia. It’s a beautiful, sunny day! There are many people here on vacation. Some are taking photos. Others are lying on the beach. Look at this group of people playing beach volleyball. They look cool! I am surprised they can play in this heat. This is a very interesting place. The people are really very relaxed!3.基本要求：（1）朗读短文；（2）设计听力课；（3）适当设计板书。
三、试讲题三1.题目：写作教学试讲2.内容：Paris is the capital and largest city of France, situated on the River Seine. It is one of the most beautiful cities in the world and is visited by more than eight million tourists every year. The most popular place for tourists is the Eiffel Tower, the famous symbol of Paris. One of the world’s largest art galleries, the Louvre, is also located in Paris. The city is also famous for its restaurants, cafes and theatres. About two-thirds of France’s artists and writers live in Paris.3.基本要求：（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对该段落的内容，设计指导仿写的教学活动；（4）请在10分钟内完成全英试讲。
教资面试高中英语试讲模板之语法口语
教资面试高中英语试讲模板之语法口语语法课课型四色笔实战模板以人教版必修三UNIT3为例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Grammar (板书内容)教学目标:准确理解相关语法的基本概念，结构，运用。
重点:相关语法的基本概念和结构难点:以学促考，灵活运用。
Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法 T: Goodmorning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Nounclauses. Now please open your book, turn to page 21，book 3 and look at Ex1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.(pause)T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom,please. (手势语:平伸右手，手掌朝上，示意学生回答。
做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子～)May we ask what you are doing in this country?T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子～)I didn’t know whether I could survive until morning.T: Very good，sit down, please. Now, who want to share the last one? Ok, please. (同上，写第三个句子～)The fact is that I earned my passage by doing sth. (课本上的三个句子) T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right?Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem,first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard andwrite it down.Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)Difficult point 1: What do you think of the bet the brothers have made?Difficult point 2: What do you think will happen to Henry? Research1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentencesare much harder to understand. Can we help them to under the two sentences?T: Now, who want to try? Ok, Susan, please. (手势语:平伸右手，手掌朝上，示意学生回答。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语法课
语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last n ight?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!” → Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。
教师招聘面试英语老师科目试讲万能模板
教师招聘面试英语老师科目试讲万能模板英语教师招聘面试试讲模板一、引言（Introduction）1. 自我介绍（Self-introduction）感谢面试官的邀请，我是XXX，来自XXX学校，非常荣幸能够参加本次面试。
我拥有XXX教育学位，并有多年的英语教学经验。
我热爱英语教育事业，愿意将自己所学和所想与学生分享，激发他们对英语学习的兴趣。
2. 试讲内容简介（Introduction of the lesson）今天我将为大家带来一节英语课程，主题是XXX，它是我们英语教学中非常重要的一个话题/文化/技能。
通过这节课，学生将能够XXX。
3. 学习目标（Learning objectives）在本节课中，学生将会XXX。
他们将能够XXX。
4. 教学方法（Teaching methods）本课采用了XXX的教学方法。
我们将运用XXX来提高学生的XXX。
二、教学过程（Teaching procedures）1. Warm-up（热身活动）这是课程开始前的热身活动，目的是吸引学生的注意力，引起学生的兴趣。
比如，我会使用一个有趣的英语谜语/歌曲/游戏，与学生互动，让他们积极参与。
2. Presentation（呈现）本环节是向学生介绍和展示新知识的阶段。
我会以一个有趣的故事/视频/图片为起点，引入新的知识点。
通过情境教学，使学生能够轻松理解新知识。
3. Practice（练习）在这一环节，我会设计一些练习活动，旨在帮助学生巩固所学知识，并提高他们的运用能力。
我会使用角色扮演/小组讨论/练习对话等多种形式，让学生在实践中学习和运用语言。
4. Production（产出）在这个环节，学生将有机会运用所学知识进行创造性的表达。
我会设计一些任务，要求学生运用课上学到的知识，完成一些任务或者展示自己的创意。
这将激发学生的学习兴趣和积极性。
5. Extension（拓展）为了进一步提高学生的学习能力和能够应用知识，我会在这个环节中设置一些扩展活动。
教资面试试讲稿高中英语
教资面试试讲稿高中英语尊敬的评委老师，各位在座的同仁，大家好。
今天，我有幸在这里进行我的教资面试试讲，我将围绕高中英语教学进行展示。
我试讲的课题是“高中英语阅读理解技巧”，希望通过这次试讲，能够与大家共同探讨如何提高学生的阅读理解能力。
导入部分：在高中英语教学中，阅读理解是学生必须掌握的基本技能之一。
它不仅关系到学生的语言能力，还直接影响到他们的综合素质和终身学习能力。
因此，掌握有效的阅读技巧至关重要。
呈现新课：首先，我要介绍的是“扫读”技巧。
扫读是指快速浏览文章，抓住文章的主旨大意。
在进行扫读时，学生应该关注文章的标题、首尾段以及每段的首句和尾句。
接下来是“精读”技巧。
精读是指仔细阅读文章，理解文章的每个细节。
在精读过程中，学生需要学会识别关键词和短语，理解句子之间的逻辑关系。
此外，还有“猜词”技巧。
在阅读过程中，学生难免会遇到生词。
这时，他们可以通过上下文来猜测词义，而不是立即查阅词典。
实践环节：为了帮助学生更好地掌握这些技巧，我将带领大家进行一个实际的阅读练习。
请大家阅读下面的文章，并尝试运用刚才介绍的技巧。
[此处插入一段适合高中学生阅读水平的英语文章]讨论与反馈：阅读完毕后，我将邀请几位学生分享他们的阅读体验和使用技巧的情况。
同时，我也会根据他们的反馈，给出一些建议和指导。
总结：通过今天的试讲，我们学习了几种提高阅读理解能力的方法。
希望同学们能够在今后的学习中，不断练习这些技巧，提高自己的英语阅读水平。
结束语：感谢大家的聆听和参与，我相信通过我们共同的努力，每一位学生都能够在英语学习的道路上不断进步。
再次感谢各位评委老师和在座的同仁，我的试讲到此结束，谢谢大家。
[试讲结束]。
高中英语面试试讲讲义5篇
目录一．词汇课-Festivals 二．听说课-Hongluo Temple三．写作课-Environmental protection四．写作课-Keeping advertisers honest五．语音课-Liaison一．词汇课-Festivals1.题目：Festivals2.内容：The Dragon Boat Festival falls on the fifth day of the fifth month of the lunar year. As it is in earlysummer, it marks the beginning of the hottest season of the year.The tradition of the Dragon Boat Festival started more than 2,000 years ago. In the old days, dragon boatraces were organized only by Chinese people. However, in recent years, people from other cultures have also taken part in races and enjoyed the fun.T here is a special food for the festival. It is called Zongzi, which is sticky rice in freshbamboo leaves.3.基本要求：(1)全英文授课(2)朗读文章(3)要求讲解划线词汇教案FestivalsTeaching PlanI Teaching AimsKnowledge aims1. Students can understand the meaning of the underlined parts and master the usage of them.2. Students can get more information about Dragon Boat Festival.Ability aimStudents can improve their reading and inference abilities through class activities.Emotional aimStudents will have a better understanding about traditional cultures and motivate their patriotism.II Teaching Key &Difficult PointsKey point: the meaning and usage of “fall on, take part in an d sticky”;Difficult point: How to arouse students’patriotism in English teaching.IIITeaching procedures:Step 1: Warming upShow a video of a chorus performance, the name of which is Silent Night:Silent night！Holy night！All is calm, all is bright！Round young virgin mother and child! Holy Infant, so tender and mild,Sleep in heavenly peace. Sleep in heavenly peace.Then ask students to speak out the festival in the song and express their feelings.Step 2: Presentation1. Read the passage with correct pronunciation and intonation for the students and let them to summarize the main idea of each paragraph, after reading, invite one student writes down on the blackboard.2. Ask them to scan the passage and get the answers of the following questions using the expressions fromthe context:①When is Dragon Boat Festival?②In recent years, what is the change of Dragon Boat races?③How to make Zongzi?From their answers, let them guess the meaning of “fall on, take part in and sticky”, they can re fer to the passage, and the teacher explains the usage of them. Step 3: PracticeLet them substitute the underlined parts to rewrite the sentences, but not change the original meaning, for example,The Dragon Boat Festival is on the fifth day of the fifth month of the lunar year.Step 4: ProductionGuide students express their ideas of South Korea try to win the right of applying Dragon Boat Festivalinto non-material heritage.Step 5: Summary & HomeworkSummary: Students think about what they have learnt by themselves.Homework: Select the favorite festival and write an introduction about it according to the structure of Dragon Boat FestivalIV Blackboard design二．听说课-HongluoTemple1.题目：2.内容：Hongluo Temple is located at the southern foot of Hongluo Mountain on the northern outskirts of Beijing’s Huairou District. The temple, which is the largest Buddhist temple in northern China, was originally erected in CE 378, but was later renovated and enlarged during the Tang Dynasty (CE618-907).It’s original name was Daming Temple (it was also referred to as Huguo Temple at the time, thougha temple by that name has since been built in Anhui Province during the Qing Dynasty (CE 1644-1911)). The temple’s current name is derived from a l egend about a fairy maiden.3.要求：（1）针对文章内容设计口语活动（2）设计课堂活动（3）不得超过10 分钟（4）适当的板书设计教案Hongluo TempleTeaching PlanI Teaching AimsKnowledge aims1. Students can know the information about Hongluo Temple.2. Students can master the usage of some new words. Ability aimStudents can introduce certain famous places in English and get the required information from the passage. Emotional aims1. Students can enjoy the historical sites of China and feel proud of Chinese culture2. Students would like to participate in class activities activity.II Teaching Key &Difficult PointsKey point: the information about Hongluo Temple and introduce Hongluo temple in their own words. Difficult point: to introduce certain famous places and enjoy the historical sites of ChinaIIITeaching procedures:Step 1: Warming-up1.Greet students2.Ask students to share their traveling experience. Step 2: Pre-listeningAsk students to predicate what the main idea is of this passage according to the title.Step 3: While-listening1. Listen to the passage for the first time and have a check. Find out the main idea about this passage, thenfill in the blanks.2. Listen to the passage again and answer.Where is Hongluo Temple?What is the biggest feature of Hongluo Temple?Where is its current name derived from?3.Listen to the tape for the last time and find the time marks with the changes of Hongluo Temple.Step 4: Post-listeningAsk students to introduce Hongluo Temple as tour guide to foreigners according to the table andquestions.Step 5: Summary & HomeworkAsk students to summarize what have learned today. Homework: Ask students to search more information about Buddhist temple and Buddhism on the internet.IV Blackboard design三．写作课-Environmentalprotection1.题目：Environmental protection2.内容：With “environmental protection”as the theme, a lot of things if you throw will become a waste, so don’t smoke, don’t litter.3.要求：（1）英文授课（2）设计相关互动环节（3）根据文本内容授课,讲授写作课（4）适当板书教案Environmental protectionTeaching PlanI Teaching AimsKnowledge aim:Students can understand what kinds of actions should be taken to protect environment, and the meaning of these actions.Ability aim:Students can write a complete passage on this topic and express their ideas accurately in their composition. Emotional aims:Students would like to join some activities to improve their writing ability.They can understand the meaning of taking actions to protect out environment and they will practice these measures in their daily life.II Teaching Key &Difficult Points Teaching Key Point:They can know the reason why the environment is polluted, and what actions we should take to improve our environment.Teaching Difficult Point:Students can improve the confidence of writing, and not afraid of writing English.IIITeaching proceduresStep 1 Warming-upGreetingTalk about hot words such as SDR, One Belt One Road, then introduce Haze to students with the pictureand lead in today’s topic.Step 2 Pre-writingAsk them to work in groups of four and think about the causes and effects about pollution. Another task isto speak out the measure to fight against the pollution. Ask students to share their views and I will also add my point.Step 3 While-writingAsk them to write a short passage about environment protection, they can write their composition based onthe above discussion.While writing, I will ask them to pay more attention to the logic of structure and coherency of content.Step 4 Post-writingAfter they finished the writing, I will ask them to modify their drafts by themselves.Then I will ask some students to read their letters to us, and make some commentsStep 5 Summary and homework Summary: Make a short summary about what we have learnt today.Homework: Design some slogans about protecting the environment and share next class.IV Blackboard design四．写作课-Keepingadvertisers honest1.题目：Keeping advertisers honest2.内容：Organizations and individuals advertise because they want to persuade people to behave in certain ways,for example to buy a certain brand of rice, stop speeding or see a movie at their cinema. Advertisers go, to alot of trouble and expense to make adverts and so they want to make sure they achieve their purpose. Unfortunately, not all advertisers are good or honest people. Unless we have ways to protect ourselves, these dishonest advertisers will tell lies or use methods that may mislead us. Fortunately, most countries have developed ways to control advertising and prevent false or unsuitable advertising.3.基本要求：（1）全英授课（2）针对文章内容设计写作课（3）适当的板书设计教案Keeping advertisers honestTeaching PlanI Teaching AimsKnowledge aim:Students can understand what kinds of actions should be taken to keep advertisers honest, and the meaningof these actions.Ability aims:Students will be able to get the main information of the original text.Students can write a complete passage on this topic and express their ideas accurately in their composition. Emotional aims:Students would like to join some activities to improve their writing ability.They can understand the meaning of taking actions to keep advertisers honest.II Teaching Key &Difficult Points Teaching Key Point:They can come up with some meaningful measures to deal with the dishonest phenomenon in advertisement industry.Teaching Difficult Points:1. Students can avoid making mistakes while their writing;2. Students can improve the confidence of writing, and not afraid of writing English article.IIITeaching Methods:Task-based Teaching ApproachIVTeaching AidsPPT, picturesVTeaching proceduresStep 1 Warming-upI will show them some pictures about advertisements with slogans and let them discuss why the advertiserchoose these sentences as slogans, and think about whether the function of products is consistent with the slogan or not.Where there is a way, there is a Toyota.This is the slogan of a famous vehicle Toyota, we know that actually there is not a Toyota on this way, so it is just a kind of wish.After analyzing these ads, I will tell them the writing topic today is about advertisement.Step 2 Pre-writingAsk them to read the passage and answer the following questions.What’s your opinion on the dishonest behaviors in advertisement industry?Can you come up with some useful suggestions to keep advertiser honest?Some suggestions (teacher can share with students): One way to control advertising is to make laws that prevent advertisers doing the wrong thing. There are also laws in most places that prevent advertisers making false statements about their products or frompromoting immoral or harmful behavior.Advertising organizations should make rules for everyone in the organization to follow. Such as: Advertisements must not be untruthful or misleading; If well-known people are used in advertisements, they must be honest and truthful about products they advertise. Complain organization. A consumer can complain to the organization, giving reasons for their complaint,and if the complaint is correct, the organization can make the company stop using the offending advertisement. You may have heard the saying: "Buyer Beware". This means that the consumer is responsible for checkingthe product before buying. When it comes to advertising, consumers need to be careful about tricks used by advertisers so they can judge the claims for themselves and not blindly accept everything that is said in advertisements.Step 3 While-writingAsk them to write a short passage about dealing with dishonest advertisement behaviors, they can writetheir composition based on the above discussion.While writing, I will ask them to pay more attention to the spelling, grammar, and the logic of sentences.Step 4 Post-writingAfter they finished the writing, I will ask them to modify their drafts by themselves, and then exchangetheir draft to do the pair editing.Then I will ask some students to read their letters to us, and let them give some suggestions together.Step 5 Summary and homework Summary: Summarize their key points on the suggestion they listed:Making laws, the responsibility of advertising organizations, completing the system of complaints organization and let the buyer beware.Homework: Search on the internet and find out more interesting advertisement and think about the purposeof them.VI Blackboard design五．语音课-Liaison1.题目：Liaison2.内容：Fu mingxia said when I was nine years old start to Beijing to attend the diving training, hard training isthe foundation of success.Every time I stand on the podium in sweat behind the precipitation of honor.3.要求：（1）英文授课（2）设计相关互动环节（3）根据文本内容授课，讲解连读（4）适当板书教案LiaisonTeaching PlanI Teaching AimsKnowledge aimStudents can master the rule of liaison.Ability aimsStudents can recognize liaison parts in given material and can read it out correctly.Emotional aimStudents can improve their interests in English learning and feel the beauty of liaison.II Teaching Key &Difficult PointsKey point: the different rules of liaison.Difficult point: how to apply the rules into daily life. IIITeaching procedures:Step 1: Warming-up1. Daily greeting.2. Enjoy two version of an English poem Ode to the West. Let students to choose their favorite one ands tate the reasons, then lead in today’s topic---liaison. Step 2: Presentation1. Show the three sentences on the blackboard and let students read by themselves.2. Play the tape and let them to have a comparison and find the rule of liaison. We usually link the final consonant of the former word with the initial vowel of the following word.①I’ll call you in an instant.②John is a friend of mine.③I’m an actor.3.Add some tips when we read with liaison.a. Avoid speaking fast.b. Stress the content word.c. Don’t link between thought groups.Step 3: Practice1. Do some practice, read the phrases on the screen together: call up, come over, build up, where is.2. Ask students to underline the link parts with the learnt rule in the passage and add some if missed:“Fu mingxia said when I was nine years old start to Beijing to attend the diving training, hard training isthe foundation of success.Every time I stand on the podium in sweat behind the precipitation of honor.”Encourage them to have a try, read the passage to the whole class.Step 4: ProductionPlay a part of the famous film Frozen, give them the scripts and let them imitate the characters Anna, Christophe and Sven in a group of three, them perform out.Step 5: Summary & HomeworkAsk students to review what they learnt today. Homework: Explore more rules of Liaison and practice reading the poem Ode to the West.IV Blackboard design。
高级中学教师资格面试英语逐字稿
高级中学教师资格面试英语逐字稿面试官: 请问你是来应聘高级中学教师资格的吗？应聘者: 是的，非常荣幸能够参与这次面试。
面试官: 非常感谢你的参与。
首先，我想问一下你对高级中学教师这个职位有什么样的理解？应聘者: 对于我来说，高级中学教师既是一位知识传授者，也是学生发展的引导者。
除了向学生传授学科知识的基础之外，我也非常关注培养学生的综合素质和个人发展，包括思维能力、创造力和社交能力等。
面试官: 很好。
那你能否分享一下你的教学方法和策略？应聘者: 当我教授一门课程时，我会根据学生的需求和学科特点制定教学目标和计划。
我善于运用多种教学手段，如讲解、实践、讨论、小组合作、角色扮演等，以激发学生的学习兴趣和参与度。
同时，我也会给予学生足够的自主学习空间和时间，鼓励他们独立思考和解决问题。
面试官: 非常棒。
除了教授课程，你还参与过哪些教育活动或项目？应聘者: 在过去的几年里，我积极参与了学校的多个教育活动和项目。
例如，我组织了学生参加科学竞赛和作文比赛，并获得了多个奖项。
我还参与了学校的社区服务项目，帮助学生了解和参与社区工作。
这些活动不仅拓宽了学生的视野，还培养了他们的领导能力和团队合作意识。
面试官: 非常优秀。
对于你来说，作为一名高级中学教师，最重要的职责是什么？应聘者: 对我来说，最重要的职责是为学生提供一个良好的学习环境和经验，让他们在学校中获得全面的发展。
同时，我也要在教学中注重培养学生的创造力、团队合作和问题解决能力，以帮助他们应对未来的挑战。
面试官: 很好。
最后一个问题，你对于继续学习和提升教学能力有什么计划？应聘者: 我坚信教师是一辈子的学生，我将继续深入学习本学科的最新发展和研究成果。
我会参加各种教师培训和研讨会，并组织研究小组进行教学研究和探索新的教学方法。
此外，我也会积极参与教育相关的网络社区和学术讨论，与其他教师进行交流和分享经验。
面试官: 非常感谢你的回答。
你所展示的教育理念和教学经验使我对你的能力和潜力充满信心。
教资面试高中英语试讲模板之课本和写作
英语：Unit1《Festivals around the world》Period 1 Warming up and Reading（说课稿）Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the classPart 2 Teaching Steps:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the Englis h language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.Now let me introduce my teaching steps.Step 1 Leading-inI will have a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?How did you celebrate your Spring Festival?With this topic we will begin the new unit which is talk about the festivals around the world. Step 2 Warming upI will let students talk about other Chinese festivals that they familiar to.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.Step 3 Pre-readingIn this part, we will have a discussion about the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?Step 4 ReadingThis part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.Step 5 HomeworkThe last step is homework.1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and again and try to talk about festivals both in and out of China.Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned.Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture note of my lesson. Thank you for listening!写作课课型四色笔讲稿模板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写作课：Writing class : Healthy eating （健康饮食）Teaching Objectives（教学目标）：一、知识技能目标：1.2.3. 总结平衡膳食的定义，并且能提出一些健康建议。
教资面试英语教案模板高中
教学目标：1. 学生能够正确发音单词，理解关键句型的意义。
2. 学生能够运用句型在现实生活中进行交流。
3. 学生能够通过小组合作，提高团队合作意识。
教学重点：1. 词汇和句型的掌握。
2. 小组合作能力的培养。
教学难点：1. 词汇和句型的运用。
2. 小组合作中的沟通与协调。
教学过程：一、导入（5分钟）1. 利用多媒体展示一些与新闻相关的图片，激发学生的兴趣。
2. 提问：同学们，你们平时都关注哪些新闻？为什么？二、新课讲解（20分钟）1. 教师讲解课文内容，引导学生理解文章大意。
2. 教师带领学生分析文章结构，找出文章中的关键句型。
3. 教师引导学生进行单词记忆，讲解重点词汇。
三、课堂活动（20分钟）1. 小组合作：将学生分成若干小组，每组选出一个组长。
2. 每组根据课文内容，制作一份关于新闻的PPT。
3. 各组轮流展示PPT，其他组进行评价。
四、巩固练习（10分钟）1. 教师提问：同学们，你们认为新闻对于我们来说有什么意义？2. 学生自由发言，分享自己的看法。
五、总结（5分钟）1. 教师总结本节课的重点内容。
2. 教师强调新闻的重要性，鼓励学生在日常生活中关注新闻。
教学评价：1. 观察学生在课堂上的表现，了解他们对词汇和句型的掌握程度。
2. 检查学生的作业完成情况，了解他们在课堂活动中的参与度。
3. 通过小组合作展示，评估学生的团队合作能力。
教学反思：1. 教师应注重培养学生的英语听说能力，提高他们的实际运用能力。
2. 教师应充分调动学生的积极性，鼓励他们积极参与课堂活动。
3. 教师应关注学生的个体差异，针对不同层次的学生进行差异化教学。
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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 part
Part 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 in
At 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 according to 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 love
Then the Teaching important point is how to understand the text better
And the teaching difficult points are:
1. Use own words to retell the text
2. Discuss the
Part 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
education while they are learning the English language. To achieve my goal I`ll use
the following teaching methods:
2
1.Commucative Approach(交际教学法)
2.Task based watch and listen activity
3. Question and answer activity
4.Pair work or individual role play or scene play activity
And in order to practice my teaching methods well, I need the following teaching
aids
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 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 students is 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 will
1. Let the Ss pass observation -imitation-practice to study language.
2. Teach the Ss how to master dialogues and how to communicate 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-in
Have a free talk about ---and then discuss the question in pre-reading on page
Purpose: arouse the Ss` interest of study
Step2. Listening comprehensions
1. Present the students the questions before listening to the text
AB
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
Step 8 Summary
I will go through the important points and difficult points of this lesson with
the students once again.
Step 9 Homework
Write 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 you for 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。