初中英語(yǔ)面試寫(xiě)作課試講
初中英語(yǔ)面試寫(xiě)作課試講
初中英語(yǔ)老師是如何設(shè)計(jì)出寫(xiě)作課的教案，順利完成面試試講的呢?下面是學(xué)習(xí)啦小編給大家整理的初中英語(yǔ)面試寫(xiě)作課試講，供大家參閱!
初中英語(yǔ)面試寫(xiě)作課試講
新課程標(biāo)準(zhǔn)指出，在寫(xiě)作課中，學(xué)生所需要學(xué)的基本技能有激活相關(guān)信息;整理思路;組織素材;列出提綱;起草短文;組織語(yǔ)言;修改短文;正確使用標(biāo)點(diǎn)符號(hào)和字母大小寫(xiě)。這些技能我們并不需要每一節(jié)課都面面俱到，選擇三到五種即可。我們的教學(xué)過(guò)程要達(dá)到課程標(biāo)準(zhǔn)的要求才是一節(jié)好的課堂。
根據(jù)新課程標(biāo)準(zhǔn)的指導(dǎo)，英語(yǔ)寫(xiě)作課的基本教學(xué)過(guò)程是：
(一) 熱身和導(dǎo)入Warming-up and Lead in
(二) 寫(xiě)前Pre-writing
寫(xiě)作前，一般應(yīng)激活學(xué)生的寫(xiě)作動(dòng)機(jī)?？梢岳米罱睢衢T(mén)話(huà)題、關(guān)注焦點(diǎn)等，逐步把學(xué)生的興趣引導(dǎo)到寫(xiě)作話(huà)題上。然后可以開(kāi)展頭腦風(fēng)暴(brainstorming)讓學(xué)生就寫(xiě)作話(huà)題的背景知識(shí)等進(jìn)行詞語(yǔ)、語(yǔ)句、文章結(jié)構(gòu)等隨意表達(dá)，激活學(xué)生已有的知識(shí)和能力。也可以通過(guò)閱讀范文獲取有效信息為正式寫(xiě)作積累語(yǔ)言素材和形成寫(xiě)作框架(outlining)。
(三) 寫(xiě)中 While-writing
寫(xiě)中，這一步驟包含一個(gè)主要活動(dòng)：初稿( drafting)。 在此過(guò)程中,老師可以將寫(xiě)作的具體要求以及注意事項(xiàng)呈現(xiàn)在ppt或者是黑板上。同時(shí)老師應(yīng)注意巡視，并加以指導(dǎo)。
參考案例 Example
寫(xiě)作初稿 Drafting
T: Just now we have discussed how to describe one person. Let us write a draft about one of friends. You should write it according to the words and the outline on the blackboard.
Ss: ok…
(四) 寫(xiě)后 Post-writing
寫(xiě)后，這一步驟是要讓學(xué)生進(jìn)行修改( editing)及作文展讀分享、修改潤(rùn)色文( revising)。在學(xué)生完成初稿( drafting)后，老師可以安排學(xué)生小組( peer editing)或者個(gè)人( self editing)對(duì)作文進(jìn)行修正，注意行文的邏輯結(jié)構(gòu)、 語(yǔ)法、 單詞的拼寫(xiě)、 連詞的使用和標(biāo)點(diǎn)符號(hào)等。 老師要給予作文適當(dāng)?shù)狞c(diǎn)評(píng)( evaluating/comment)和反饋，一定要指出學(xué)生作品的優(yōu)缺點(diǎn)，可以讓其他人明確可借鑒之處以及不可取之處，可以以實(shí)物投影有代表的性的文章(、良好、及格、較差)的文章，師生共同修改、潤(rùn)色或讓學(xué)生根據(jù)老師和同學(xué)的點(diǎn)評(píng)對(duì)自己的。
(五) 小結(jié)&作業(yè) Summary & Homework
1.小結(jié)：師生英文對(duì)話(huà)的方式結(jié)束本節(jié)。(Ask students to think about what we have learned today. And then make a summary.)
2.作業(yè)：Homework:
?、俑膶?xiě)作業(yè)
T: Today’s homework is “Go on to revise the writing according the evaluations and hand in next class.”
②創(chuàng)作型的作業(yè)
T: Write an e-mail to a friend and tell him today’s events.
?、蹚?fù)述
T: Retell your passage to your parents and ask them to guess which friend you described in your passage.
?、芩鸭畔?/p>
T: After class, you should research more information about the sports meeting of ancient on the Internet.
以上是英語(yǔ)寫(xiě)作課的基本教學(xué)過(guò)程，以及每個(gè)環(huán)節(jié)可以設(shè)置的活動(dòng)，各位考生可以根據(jù)所抽取的題目以及個(gè)人的習(xí)慣，選取最適合的活動(dòng)來(lái)充實(shí)寫(xiě)作課的教學(xué)設(shè)計(jì)，并且在考前不斷的進(jìn)行模擬練習(xí)，在面試試講抽到寫(xiě)作課的時(shí)候才能做到胸有成竹，拿到。
初中英語(yǔ)教師資格證英語(yǔ)試講教案
Unit 1
Where’s your pen pal from?
Language goal
1.Function:
. In this unit students learn to talk about where people are from.
2.Vocabulary:
Canada ,France, Japan the United States, Australia, Singapore, The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures
Where questions /What questions
Key Points
Where questions /What questions
Difficulties
The names of different countries /The languages of different countries /The differences of “be” and “do” in the sentence.
Section A
1a. This activity provides guided listening and pronunciation practice using the target language.
1.Point to the numbered list of words. Play the recording the first time. Students only listen.
2.Play the recoding a second time. Ask Ss to repeat the names of the countries
3.Let Ss read the new words aloud individually or in pairs.
1b. This activity provides listening practice using the target language.
1.Point out the list of countries in 1a. Let Ss circle the names of the countries the people are talking about.
2.Play the recording the first time.
3.Play the recording a second time. Ss only listen.
4.Check the answers. (Canada, Australia, Japan, Singapore)
1c. This activity provides guided oral practice using the target language.
1. Point out the conversations in the picture and ask a student to read each one with you, then in pairs, in groups.
2. Ask various pairs to present a new one to the class.
2a. This activity provides reading and spelling practice using the target language.
1. Point out the list of countries. Read and ask Ss to repeat.
2. Point out the list of cities. Read and ask Ss to repeat aloud.
3. Ask Ss to work, offer help as needed.
4. Correct the work.
2b. This activity provides listening practice using the target language.
1. Call attention to the list of cities and countries in 2a. Let Ss circle them when they hear the conversations at the first time.
2. Play the recording a second time.
3. Check the answers.(Japan, Tokyo ,France ,Paris, Australia, Sydney)
2c. This activity provides listening and writing practice using the target language.
1. Call attention to the chart in 2c. Play the first conversation on the tape.
2. Play the recording again and have Ss fill in the chart.
3. Check the answers.
2d. This activity provides guided oral practice using the target language.
1. Call attention to the conversation in the picture.
2. Ask two Ss to read it to the class.
3. Ask Ss to work in small groups. Appoint a leader. Make sure everyone talks about at least one of the people on the chart.
4. Ask pairs of Ss to present their conversations to the class.
Grammar focus
1.Review the grammar box. Ask Ss to say the questions and answers.
1) Where is your pen pal from? He is from Australia.
2.Where does he live? He lives in Sydney.
2. Ask Ss to make more sentences with “where, from. and live
3a. This activity provides reading and spelling practice .
1. Point out the diagram and explain how it works.
2. Read the instructions to the class. Ask Ss to work in pairs.
3. Correct the answers.(1.China 2.The United States ,The United Kingdom, Australia,3.Singapore)
3b. This activity provides guided oral practice.
1. Call attention to the conversation in the picture. Ask two Ss to read it to the class. Answer their questions about the conversation.
2. Ask Ss to work in pairs.
3. Ask several students to perform their conversations for the class.
4. This activity provides listening, speaking, reading and writing practice
1. Explain the procedure.
2. Play the game.
Section B
1.This activity provides reading practice
1. Point out the language textbooks on the desktop.
2. Call attention to the notebook page with the countries listed.
3. Point out the sample answer .
4. Ask Ss to write the letter of the correct country in the box next to the title of each language book., ask Ss to work in pairs.
5. Ask a student to write his or her answers on the board.
2a. This activity provides listening practice.
1. Call attention to the conversation bubbles in the picture.
2. Play the recording, number each question you bear on the tape.
3. Play the recording a second time.
4. Check the answers.(Answers: What’s her name?1 /Where is she from?2 /Does she have any brothers and sister? 3 /Does she speak English?)
2b. This activity provides listening and writing practice.
1. Call attention to the numbered questions in 2a,ask different Ss to read it
2. Point out the answer blanks in 2b and the sample answer.
3. Play the tape and ask Ss to complete the answers individually.
4. Correct the answers.
2c. This activity provides oral practice
1. Ask each student to work with a partner. Ask and answer
2. Practice one or two exchanges with a student. Then work in pairs.
3. Ask a pair of Ss to perform the conversation for the class.
3a. This activity provides reading and writing practice.
1. Call attention to the letter. Read it to the class or a student to read it for you.
2. Point to the four questions beneath the letter.
3. As Ss work, move around .and help them.
4. When they are finished, ask the questions orally and ask Ss to answers.
5. Write the correct answers on the board so that Ss can check the spelling and other details of their answers.(1.Toronto,Canada,2.A pen pal in China 3.English and a little French. 4.He likes going to the movies with his friends and playing sports. )
3b. This activity provides reading and writing practice.
1. Call attention to the letter from Tom King.
2. Point out the blanks in the letter. Ask them to find the information to complete the letter .
3. Read the letter to the class saying “blank”.
4. Ask Ss to write the missing words on the blank lines individually.
5. Correct the answers.
3c. This activity provides open-ended practice.
Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.
英語(yǔ)教師面試試講講課稿詳細(xì)
英語(yǔ)教師面試試講講課稿(閱讀) (閱讀課是教師面試最容易考到的題目，下面的講課過(guò)程僅供大家參考，我自己總結(jié)的，寫(xiě)得比較詳細(xì)，希望可以幫到大家。我講的是無(wú)生試講，也就是自己跟空氣互動(dòng)，說(shuō)真的，就像是自己在自編自導(dǎo)自演一樣，在講臺(tái)上唱戲，哈哈。我自己以面試第一名考上的呢，也祝愿你們順利通過(guò)面試。)
I. Lead in: (1 min) free talk/pictures/videos
Now class begins. Good morning, boys and girls. How are you today?(指向自己的動(dòng)作)I’m fine too, thank you, sit down please. This class, we are going to learn a new unit together. Before class, I’ll divide you into four groups. This is boy’s group,this is your tree(用樹(shù)代表男女生組，分兩組其實(shí)足夠了，以免浪費(fèi)時(shí)間，用蘋(píng)果樹(shù)做加分標(biāo)志不會(huì)顯得太單調(diào))...If you can answer my question correctly and actively, you can get an apple,OK?
(如果一時(shí)緊張忘了說(shuō)什么，可以問(wèn)一下學(xué)生So, what’s the title? 讓學(xué)生讀出來(lái)，老師再教讀一遍。)
II. Pre-reading: (2mins)
1) Brainstorm
So,now. Who can tell me, when we think about (閱讀的主題), we usually think of what? (此時(shí)畫(huà)個(gè)示意圖在黑板上，也就是思維發(fā)散圖，中間畫(huà)個(gè)圓圈寫(xiě)主題，四周寫(xiě)學(xué)生想到的與主題相關(guān)的東西)
2) Prediction
With the help of the title(and the picture), could you please tell me what will be talked about in the passage? Let’ answer this question group by group. OK?
In your opinion, what may this article talk about?
(Well, you are pretty good at predicting.)
Now, let’s see is he right,OK?
III. While-reading:(4 min)
1) Skimming (1 min): main idea of the passage and topic sentence of each paragraph.
So,now. You have only 2 mins. Read it quickly and find the main idea of this passage , and what’s the main idea of each paragraph ,OK?(此時(shí)下臺(tái)check學(xué)生的完成情況，說(shuō)些鼓勵(lì)的話(huà)，如Yes, you are right. You are very clever. Oh, you are making progress. 記住，與空氣互動(dòng)，不要與考官互動(dòng)，因?yàn)槟鞘谴蠹?
Time is up, so, who can tell me. 抽問(wèn)兩個(gè)學(xué)生，積極鼓勵(lì)，并加分。
2) Scanning (2 min):
This time, let’s read for more details. Let’s go through the whole passage and try to find the answers to the questions on the paper I gave you before.OK?Remember when you read the passage, you are sure to meet some new words. Don’t be eager to look them up. Try to underline them and guess their meanings according to the context. Understand me? Here we go! Time is up. Have you finished? Let’s check answers together.
(如果時(shí)間不夠，建議只問(wèn)兩個(gè)問(wèn)題就可以了，可以是教材上的問(wèn)題，可以自己想的問(wèn)題，一般會(huì)問(wèn)What; Who; When; Where; Why; How這幾大類(lèi)。如果實(shí)在不知道就自己挑個(gè)很簡(jiǎn)單的也無(wú)所謂，考生很多，沒(méi)有考官那么仔細(xì)聽(tīng)你講。)
3) Intensive reading( 2 min): pair work/group discussion/debate
A方案. Now, here is a pair work. You guys read the passage by your self, and circle out the new words and phrases that you don’t understand. Then discuss with your partner, if they are
really difficult, come to the front and write them on the blackboard,OK?Clear? (假裝下去轉(zhuǎn)一圈，與學(xué)生交流，然后回講臺(tái)自己寫(xiě)兩個(gè)短語(yǔ)或句型)Just now, two of our classmate write something on the blackboard, let’s see together. ( 講解短語(yǔ)，可以?shī)A雜一點(diǎn)中文。當(dāng)然，挑自己會(huì)的講，簡(jiǎn)單的講，我當(dāng)時(shí)講得很簡(jiǎn)單，估計(jì)還是學(xué)生以前就學(xué)過(guò)的呢，你只要裝作是新知識(shí)就行。)
B方案. I would like you to join the groups and discuss ….. Now, just go ahead. Later, we will share your ideas with all of us here. Understand me? You have 2 minutes to prepare. Here we go.
Time is up. Any group would like to share your idea with us? Yes, Amy please. Any different ideas?
IV. Post-reading (1 min) role-play/interview/retell
Here is a dialogue based on the passage.Now, you work in groups and discuss about the dialogue, and practice it. After 2 mins, I’ll ask some of you to act it out,OK?
So,Time is up. who would like to act your dialogue out? Yes, you please,and your partner? Oh,yes, come to the front please. Now, class, it’s show time OK? Let’s enjoy their show. (點(diǎn)頭贊許過(guò)程) OK， Thank you very much, all of you are pretty good. Let’s clap for them.
So, Tom please. How did you think about their action? Is it good? Yes. So, if there are 5 points, how many points would you give them? 4? Yes,sit down please.( 讓學(xué)生評(píng)價(jià)學(xué)生，新課程理念) V. Summary & Home work (1 min)
We have done a lot of things today. Who would like to give a summary of this class? Yes,Lily please. Yes,firstly, we have talked about…. Then, we discussed. Next, we learned some useful words and expressions. You are excellent. I’ll give you an apple.(加分)
Since time is limited, I cannot hear more creative ideas from you. Now, homework for today. You need to search the Internet and find more information about…next time, some of you will share your information with the whole class,OK? (作業(yè)不要讓抄單詞什么的，最好是開(kāi)放性的作業(yè)，做調(diào)查，問(wèn)卷或者小手工什么的)
OK, so much for today. See you!
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