教学活动的组织是多环节的过程,在这其中教案至关重要,在教学活动评价中要注重教案指标的设置。教案指标中首先要有常规的完备性评价指标,如教案中有没有教育目标、教学的具体要求,教学内容是否具有针对性等。以下是小编精心整理的《英语教师资格面试教案》，仅供参考，希望能够帮助到大家。
第一篇：英语教师资格面试教案
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
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第二篇：2017年小学英语教师资格证面试教案
2017年小学英语教师资格证面试教案《My New
Teacher》
Title：My New Teacher
Teaching contents:
A Let’s start Let’s learn Let’s chant Let’s find out
Teaching aims:
1.能听说认读，并理解本课的五个新单词：young old kind funny strong
2.能掌握句型Who’s your „„.?What’s he /she like ?并能在具体的语境中运用。
3.培养学生热爱、尊敬老师的情感。
Teaching steps:
Step 1 Warm-up
1.Show a picture of some classrooms.(Music room Art room Computer room Lab )
2.出示图片，各个教室出现不同的老师.
T:Who’s he /she ? S: He ’s/She’s my music/art / computer/ science teacher . 3.教师自编一个chant ：
Tall tall tall, computer teacher is tall..
Short short short ,science teacher is short .
Thin thin thin ,art teacher is thin .
Strong strong strong, music teacher is strong .
Funny funny funny，they’re so funny.
Step 2 Presentation
1.设计一位转学来学校的新朋友Zip(让他做个有趣的动作)
T: This is Zip .He is „„..
S: Funny .
T: Yes, he is funny. Do you like him ? This term he will be our new classmate.
2.点击Zip, 让Zip介绍自己的学校和老师。(出示主情景图)
1)Zip: Look! This is my math teacher . He’s tall and thin .
T: Who’s your Chinese teacher ? Zip 假装没听到，教师适时让全班学生一起问：
Who’s your Chinese teacher ?
Zip: Miss Zhang .
T: What’s he like ? (教师用体态语帮助学生理解 )
Zip:He’s short and strong .
T: Yes , he’s tall and strong .
Practise: “short tall thin strong ”出示一些卡通图人物。
2)Ss(教师启发学生问)Who’s your music teacher and who’s your art teacher ?
Zip: Guess. ( Ss guess.)
Ss: What’s she /he like ?
Zip: She’s young and he’s old .
Practise“ young old ”
Ss: Who’s your computer teacher?
Zip: Mr Li.
T(出示一个和蔼可亲的的笑脸)：What’s he like ?
Ss: He’s„„(让学生随意描述之后教师导出kind)
T: Let’s see . In our school who is kind ?Am I kind ?
Practise: My„.teacher is kind . „„is kind .
Step 3 Practise :
活动设计1： Make a new chant .
My grandpa is old .My mother is young .
My father is tall . My little brother’s short .
My uncle is strong .My aunt is thin .
They’re all very kind. And I’m kind ,too.
活动设计2 ：Read and match .
活动设计3：Describe the pictures.(Ask and answer Who’s this? He’s /She’s„„ What’s he/ she like ? He’s/She’s „„..
活动设计4 ：Discuss the picture
(学生自由操练，自带家人、朋友老师的照片，在真实的情景中综合运用所学语言。)
活动设计5：Guessing game (活动形式Ss-s s-s)
--Who’s your good friend ?
--Guess.
--Boy or girl?
--Boy.
--What’s he like ?
--He’s tall and cool. He has two big eyes. He’s eleven.
--Is he „„?
-- Yes ,you’re right./ No .
Step 4 Funny time
Listen to the song: My new teacher
Step 5.Assessment
1 Activity books .
2 Check up the answers.
Step 6. Homework
口头作业： 学会描述自己的老师或家庭成员。
Blackboard design：
Key words：
young old kind funny strong
Sentences:
Who’s your „„.?
What’s he /she like ?
第三篇：2015海南教师资格面试: 高中英语信件写作教案
【导语】海南教师资格面试：http://hi.zgjsks.com/。 在海南教师资格面试考试中，面试知识点的复习向来是考生复习备考阶段的一大重点，其中中公教师考试网为面试知识点的复习为考生提供知识点梳理，帮助考生备考! 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
以上是中公教师考试网为考生备考教师资格面试提供知识点集锦，供大家参考借鉴!
第四篇：2016海南教师资格面试高中英语语法课教案设计
Passive voice
I Teaching aims: Knowledge aim: Students can master the usage of grammar item “passive voice”. Ability aim: Through different kinds of teaching activities, students can use “passive voice” to express themselves appropriately. Emotional aim: After learning this class students will become interested in learning grammar. II Teaching key point and difficult point:
Key point: learn usage of the grammar item “passive voice”.
Difficult point: use these grammar item correctly and fluently in daily communication. III Teaching procedures: Step 1 warming-up: Greeting and show some pictures about different kinds of animals, and ask students “which one do you like best? Why?”
Step 2 presentation Task 1. Show pictures about the antelope in the story and ask students to guess what happened to him. After discussion, show the teacher material on PPT and ask students to find answer and if there is any principle in this expression. Task 2. Lead students to find the “passive voice” form that have been used for the story. Ask students if there is any law in them, especially the form. Task 3. After students having a discussion, the teacher presents the principle of the “passive voice.” on the blackboard.
Step 3 Practice Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______ (be) in the city? Last year a large number of three____________(cut) down. I had hoped to see her off at the station, but I_________ too busy. The play had already been on for quite some time when we______ at the New Theatre. Step 4 production Group work: Divide students into 6 groups and try to imagine what will happen going on. Students should try to express themselves by using passive voice as much as possible. Step 5 summary and homework Do a summary by asking questions and ask students to write an article about the story. IV Blackboard design passive voice We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you. As a result, we are now an endangered species 以上就是教师资格面试高中英语语法课教案设计解。更多关于教师资格面试资料可查看海南教师考试网-教师资格面试频道。
第五篇：teaching plan 高中英语教师资格证面试试讲教案
阅读试讲教案
Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1) To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words 2) Enable students to understand the difficult sentences and new phrases in the passage
3) Affective objectives:(根据文章内容而定) Teaching aids Multimedia devices; blackboard Teaching important and difficult points: 1) Understand the following sentences: 2) Grasp the usage of the following words and phrases: 3) Enable students to use certain reading skills to help themselves understand the passage Teaching procedures Step 1 Lead-in (5min) Show students several pictures of … and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard. (Good morning, boys and girls. How is your day? Fine? Good for you. Ok. Today we will learn a new lesson. Before looking at the textbooks, I’d like to show you some pictures (a video)/ask you some questions/tell you a story. Describe what you see in the picture Do you know anything about……? What’s your opinion about……? Any 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 & Scanning Ask the students to read the passage quickly and answer the following questions: (Now read the passage quickly within 2 minutes and find out whether you are right or not. Meanwhile, try to answer the questions on the blackboard. (板书问题)：1) 2)
Have you finished your reading. Yes? Good. First, have you found out the main idea of the passage? How about Lisa? Very good. It is about ………. How about the questions? Have you found the answers? Volunteers? Good, please. You think …….. excellent, thank you. ) Activity 2 Intensive reading Ask the students to read the passage carefully, and get detail information from the passage. (As you have got the main idea of the passage, let’s move on to learn some details of the passage. Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions. 1) 2) Ok, I’d like to invite group 3 to answer the questions. That’s really impressive. You already have a very thorough understanding of the passage. From your answers, I can see you already understand the passage quite well. So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases. Take a look at the second sentence in Paragraph 1. Pay attention to…….
Is it clear? Good. Activity 3 Read together Ask the students to read the passage together. (Do you have any questions about the passage? No? If no, let’s read the passage aloud together. ) Step 4 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 the Internet and find more information about…
(Thank you, you really did a good job. Is that clear to all of you? Okay, at last, here comes your assignment. First, please retell this passage to your desk mate. Secondly, please search on the Internet to find more information about the amber room and we will share your findings next class.
Here comes the bell. Class is over. See you next class.)
语法试讲教案
Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1) Help students to learn the usage of …. 2) Help students to grasp the sentence pattern of….. Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1) the sentence pattern of… 2) some special cases 3) enable students to use … in real life Teaching procedures Step 1 Lead-in (5min) Show some pictures to the students and ask them to describe the picture. 引导学生运用语法项目
Step 2 Explanation (18min)
Explain the usage of …. Present several examples of the grammar item. Step 4 Practice (15min) Ask the students to do the exercises. Step 3 Summary(4min) Invite students to summarize the usage of … Make some supplements and stress the important points. Step 5 Homework (3min) Ask students to finish related exercise on the textbook. Ask the students to write a passage about …. (You have all done a really good job today. I believe you already have a good knowledge of /master the knowledge of….. For homework, you are required to complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok. See you next class.)
写作试讲教案
Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1) enable students master the procedure of writing this kind of composition 2) improve students’ writing skills 3) help students to get more knowledge of …
Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1) Help students to express their ideas in proper English 2) Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up (5min) Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing. (Good morning, boys & girls. How are you doing? Fine? Good. Now let’s start our new lesson. Here I have some pictures for you. Do you know what’s in the picture?) Step 2 Pre-writing(10min) Activity 1: brainstorming. Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind. After discussion, invite representatives of each group to present their ideas to the whole class. Activity 2: planning. Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas. Step 3 While-writing (20min) Ask the students to write down their own articles. Step 4 Post-writing (7min) Ss will work in group and read each other’s composition. They should choose the best composition of the group and read it in front of the class. Step 5 Writing assessment (2min) Ask Ss: What’s you most difficult thing during the whole process? (difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea) Step 6 Homework (1min) 1) Here are some handouts I prepared for you. Read it after class, I believe you can find answers towards your questions. 2) Improve your composition according to the handout.
听力课试讲教案
Grade level: First grade of high school Lesson type: Listening Duration: 45 min Teaching objectives 1) Enable students to master different listening skills 2) Help students to learn more about ….. Teaching aids: Multimedia devices; blackboard Teaching important and difficult points 1) Help students to understand the listening material 2) Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up (2min) Show some pictures to the students and have a free talk with the students.
Step 2 Pre-listening (5min)
Organize the students to have a brief discussion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that, present new words and expressions to the students. Step 3 While-listening (25min) 1) Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage. Invite students to share their ideas. 2) Listen for answers to the exercises/detailed information
Ask Ss to listen to the passage again. This time ask them to try their best to get answers to the questions. After listening, check whether Ss get the correct answer, and ask why. 3) Play the tape again, focus on the part where they did not get the right information. Do you have any questions? Step 4 Post-listening (10min) Show them the listening text and ask them to read it aloud together. Step 5 Summary (2min) In this period, we mainly focus on the listening ability. It’s very important. If your listening is poor, you’d better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect. Step 6 Homework (1min)
1) Read the listening texts again and try to retell the passage in your own words 2) Search more information about ….
口语课试讲教案
Grade level: First grade of high school Lesson type: Speaking Duration: 45 min Teaching objectives 1) Students will be able to use some important words and expressions 2) Students will be able to express their ideas or thoughts clearly. Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Help Ss to master the expressions of giving advice: 2) Talk about … by using …
Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing. Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue. Ask Ss to predict what we will learn today.
Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express ….. Step 4 Role-play/ Discussion
Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with their partners.
After that, invite Ss to present their ideas in front of the class. Step 5 Summary In this period, we mainly focus on how to…. It’s very important. You should know how to … in real life after this period. You should memorize the useful expressions we learned today. I hope you can practice more after class. Remember: practice makes perfect. Step 6 Homework 1) Collect more expressions and sentence patterns that can be used to express ….. 2) Find a partner to practice how to … in different situations.
词汇课试讲教案
Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1) Enable students to know the meaning of new words and grasp the usages of such important new words 2) Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Explain the meaning and usage of the words to the students 2) Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in Revision. Last period, we have finished the reading of the passage. Now we will learn the new words in the passage. Let’s look at the underlined/italic/bold words. Step 2 Guess
Ask Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words. Step 3 Explanation
Explain the meaning of the words to the Ss. After explanation, present the usage of the words to the students and provide examples to help them understand how to use them. Step 4 Practice Ask the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class. Step 5 Summary This, period, we have learnt several new words:... we have learnt the usage of these new words. I hope you will memorize these words, as well as the usage of these words. I suggest you use the new words as often as possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework 1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary. 2) Finish Exercise 2 on page 11.