英語寫作課教案面試（精編版）

1、.英語寫作課教案面試【篇一：教師xx 考試英語教案寫作】 class type: reading/listening/speaking/writing class teaching contents prehension of the given text. difficult words and phrases about 主題it is contains /about(概括文章主題或大意) teaching objectives 1.knowledge objectives master the words of /related to 主題 and grasp the usage of.

2、 master the following words and phrases, grammar: understand the main idea and some details of the passage/dialogue have a better understanding of /learn more about 主題或人物 talk about 與主題相關(guān)的人或事物 and write dialogues/municate with new words and grammar. 2.ability objectives improve their reading ability

3、, especially skimming and scanning ability. improve their ability of listening, speaking and writing, prehension. develop ability in set up effective studying strategies. 3.emotional objectives.have more interest in （通用english culture/studying） develop their spirit of cooperating with others/explori

4、ng.cultivate scientific attitude/habits in their lives. bine english learning with daily life and arouse students interest in learning english. speak confidently in front of the class. teaching key points new words of 主題； description of 主題; usage of to train students grasp the main idea and details

5、of the passage. teaching difficult pointsuse in the proper situations correctly.to improve students ability, especially the ability of catching key words. teaching aids multi- media ,pictures of flash cards teaching procedures step1 warming up/lead-in (3-5min)方案 1 直觀導入法 1. greeting.2. show students

6、pictures of/play a video about /play the music of and ask students to answer what they saw/listened/got(justification: it will arouse students interest in learning this lesson and lead to the main idea of the text. ).方案 2 問題導入法1. greeting 2. brainstorm: questions and answers ask students the followi

7、ng questions：（justification: it will help students to bine 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

8、. step3 consolidation (8-10min)/while-reading (18-20min) 1. general reading/fast reading ask 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 rea

9、ding a 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 studen

10、ts 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 petition to retell the passage according to the outline and key words on ppt.outline of

11、the text:key words: (justification: it help students to strengthen /consolidate what they have learned .) /step5 summary and homework summary: 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. ho

12、mework: 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 主題 . (justification: it can not only help students review and consolidate what t

13、hey have learned ,but also broaden their eyesight.) blackboard design【篇二： teaching plan 高中英語教師xx 面試試講教案】閱讀試講教案 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 informa

14、tion, guessing the meaning of strange words 2) enable students to understand the difficult sentences and new phrases in the passage 3) affective objectives:（根據(jù)文章內(nèi)容而定） teaching aids multimedia devices; blackboard teaching important and difficult points: 1) understand the following sentences: 2) grasp

15、 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

16、 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, id like to show you some pictures (a video)/ask you some questions/tell you a story. describe what you see in the picture.do yo

17、u know anything about?whats 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 lets try to find out whats the authors idea aboutthe topic. )step 2 pre-reading listening. (5min) ask ss to listen to th

18、e 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. (復述學生答案 ) this is johns idea, how about other s

19、tudents? ok, lynn. good. you think . thank you. i believe you all have got your own answers. you must be curious about whether its 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 th

20、e passage quickly within 2 minutes and find out whether you are right or not. meanwhile, try to answer the questions on the blackboard. (板書問題 )：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

21、 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, lets move on to learn som

22、e 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, id like to invite group 3 to answer the questions. thats really impressive. you already have a very thorough understanding of the passage.from your ans

23、wers, i can see you already understand the passage quite well. so id 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 t

24、he 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

25、you. we have learnt today, have a discussion with your partner. after the discussion, ill 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,

26、 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 ments, and stress the importance of (guys, youve done a great job. at last, lets sum up what we have learned today. who would li

27、ke 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

28、 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 es your assignment. first, please retell this passage to your desk mate. secondly,please search on the internet to find more

29、information about the amber room and we will share your findings next class. here es the bell. class is over. see you next class.)語法試講教案 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

30、the sentence pattern of. teaching aids multimedia devices, blackboard teaching important and difficult points1) 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 t

31、he picture. 引導學生運用語法項目 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. st

32、ep 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【篇三：自己整理英語教師考試面試問題(本人已通過 )】

33、1.為什么要選擇教師這個行業(yè)？我之所以選擇就是這個行業(yè)，首先這是我從小到大的夢想。我特別崇敬老師。我上中學的時候曾經(jīng)遇到一位非常優(yōu)秀的老師，她的人格力量在短短的一年里影響了我的人生理想。因此，我考大學時義無反顧的選擇了師范專業(yè)。立志做一名優(yōu)秀的人民教師。其次，我個人很喜歡和孩子們相處。喜歡校園的工作環(huán)境和氛圍。 2.你認為一個優(yōu)秀的教師應(yīng)該具備哪些素質(zhì)？首先要愛崗敬業(yè)，熱愛和關(guān)心學生，其次要有扎實的專業(yè)水平和教學能力，另外還要擁有開朗的個性，良好的道德品質(zhì)。因為自己也是從學生時代過來的，從學生的角度來說，學生喜歡能夠尊重學生，理解信任學生，xx 公正，學識淵博，有耐心，真誠值得信賴的老師。而不

34、喜歡偏心，不平等對待學生，照本宣科、心胸狹窄，辱罵體罰學生的老師。 3.你怎么理解為人師表?所謂“ 為人師表 ” ，在我看來，至少要具備兩個方面：即“ 學為人師，行為世范 ” 。教師不僅要教書，更要育人，以自己模范的品行來教育和影響學生，成為學生的典范。教師把學生造就成一種什么人，自己就首先應(yīng)當.是這種人，成為學生的榜樣；必須先受教育，躬行自明。在學生的心目中，教師是智慧的代表，是高尚人格的化身。教師的言行就是道德的標準。同時，青少年學生又具有“ 向師性 ” 強、可塑性大的特點，他們往往把教師的一言一行、一舉一動都化作自己學習的內(nèi)容，仿效的榜樣。因此，教師從思想到作風，從言行到舉止，處處都應(yīng)帶

35、頭做得最好，成為“ 學生之范 ” 。 4.你同意 “ 沒有不合格的學生，只有不合格的教師” 這句話嗎？本句話源于教育家陳鶴琴老先生的名言“ 沒有教不好的學生，只有不會教的老師 ” 我不完全贊同。這句話說的太過絕對，造成不合格學生的原因有很多，每位學生自身條件和生活環(huán)境都是完全不同的，因此出現(xiàn)不合格的學生老師不能完全負責。但是老師對待資質(zhì)不高和成績不好絕對不能視而不見聽而不聞，任其自生自滅，對待此類學生，老師應(yīng)該積極努力幫助學生找到落后的原因，平時多關(guān)心，多輔導，盡快幫助學生把成績趕上來。 5.你的座右銘是什么？我的座右銘是，只有辛勤的付出和努力，才會有秋天的收獲。 6.談?wù)勀阕约旱膫€性特征，是

36、否外向，內(nèi)向，是否有幽默感我想，每個人的性格都是雙向的，有外向的一面，也有內(nèi)向的一面，要看所處的環(huán)境，所面對的人。我本人是比較文靜的，尤其在師長面前，比較內(nèi)向。而在同學和朋友面前，則很開朗活潑。我自認為，還算是是一個比較幽默的人。如果當了老師，我希望自己幽默中不失嚴肅，嚴肅中有幽默。與學生做朋友，但也會保持一定的距離，師是師，友是友。 1.怎樣當好班主任？.小學班主任面對6、7 歲至 11、12 歲的兒童，管理好班集體，做好班主任工作是相當重要的。我認為可以從一下幾方面入手：一、 親近孩子，樹立威望。課堂上，班上要嚴格要求每一個學生，而在課后則要像朋友一樣主動關(guān)心她們。讓他們真正感受到老師對他

37、的親近和愛。二、 了解學生，關(guān)心學生。了解每一個學生的性格特點，興趣愛好。了解個人的生活環(huán)境，掌握哪些是積極分子，哪些是特別需要注意的學生等等。三、 制定班集體規(guī)章制度以及相應(yīng)的獎勵和懲罰措施，讓學生清楚的知道在學習生活中那些事可以做，那些事是不可以做的。四、 是非分明，精練果斷。當班主任就要做到是非分明，慈而不軟，決策果斷，做事干練，這樣才能充分顯示出班主任的組織領(lǐng)導才能，從而讓學生心服口服。五、 多方聯(lián)合，共同管理。班主任只憑自己的威信和力量是不可能取得教育成功的，他必須力爭本班科任老師和家長對學生有一致的要求和態(tài)度，并時常同他們交換意見。要充分調(diào)動家長的積極性，配合學校教育好孩子，班主任

38、工作才能更加順利。 2.怎樣如何組織與培養(yǎng)班集體？第一提出共同的奮斗目標，可以達到振奮學生精神、鼓舞學生前進的動力、有利于達到凝聚集體的目的。.第二選擇和培養(yǎng)班干部，要把全班學生組織起來，班主任應(yīng)該善于發(fā)現(xiàn)和培養(yǎng)積極分子，挑選和培養(yǎng)班干部，建立班集體的領(lǐng)導核心。讓學生學會自我管理、自我教育的目的。第三培養(yǎng)正確的集體輿論和優(yōu)良的班風，正確的集體輿論和良好的班風會形成一種巨大的教育力量，對每個成員都有熏陶、感染和制約的作用，在管理班集體的過程中發(fā)揮著巨大的作用。第四加強對班集體紀律的管理，班級好的紀律有利于學生更好的學習，是調(diào)高學生學習成績的關(guān)鍵，也可以使集體及其成員變得更美好。第五組織多樣的教育

39、活動，有了集體活動，學生會煥發(fā)精神，開闊眼界，增長知識，促進學生才能、特長的發(fā)揮和相互的團結(jié)。班主任指導學生參加或組織適當?shù)幕顒邮冶炔豢缮俚?。以上是組織和培養(yǎng)集體的一些方法，在實際工作中，還可以靈活采用一些別的方法。 3.學生心目中的好班主任（好老師）形象有那些？首先學生心目中的好班主任應(yīng)該是一個有愛心的人。當然，這個世界上絕對沒有愛心的人幾乎不存在，但真正有愛心并懂得怎樣付出愛的人更難能可貴。其次班主任應(yīng)當是一個善解人意的好老師、好長輩、好朋友，最起碼的，他不會體罰和侮辱學生。在他眼中，所有的學生都是平等的，沒有什么好生和差生之分。他會尊重學生，一視xx，讓學生健康地成長。另外最重要的是，他

40、懂得寬容學生，能夠原諒和寬容學生，給學生改正錯誤的機會。他懂得關(guān)懷學生，在學生受到挫折時去安慰他們，在學生煩惱時去開導他們，在學生迷茫時去幫助他們。我認為，一個創(chuàng)造了高升學率的“ 成功” 班主任未必就是一個好班主任。.最后，作為一個班主任，我認為最重要的是要有很好的管理能力，使得班級紀律嚴明，風氣良好，教給學生做人的道理、健康的思想和正確的學習方法，以提高班級的整體素質(zhì)，而不是只盯著成績。4.何謂 “ 班級文化 ” ，怎樣營造？班級文化可分為 “ 硬文化 ” 和“ 軟文化 ” 。所謂硬文化，是一種“ 顯性文化” ，可以摸得著、看得見的環(huán)境文化，也就是物質(zhì)文化，比如教室墻壁上的名言警句，英雄人物

41、或世界名人的畫像；擺成馬蹄形、矩形、橢圓形的桌椅；展示學生書畫藝術(shù)的書畫長廊；激發(fā)學生探索未知世界的科普長廊；表露愛心的“ 小小地球村 ” ；懸掛在教室前面的班訓、班風等醒目圖案和標語等等。而軟文化，則是一種“ 隱性文化” ，包括制度文化、觀念文化和行為文化。 1.一堂好課的標準是什么？（1）一堂好課應(yīng)該是有意義的課。也就是一堂扎實的課，而不是圖熱鬧的課。（2）一堂好課應(yīng)該是有效率的課。也就是充實的課，有內(nèi)容的課。（3）一堂好課應(yīng)該是有生成性的課。也就是豐實的課，內(nèi)容豐富，多方活躍，給人以啟迪。（4）一堂好課應(yīng)該是常態(tài)下的課。也就是平實的課。不管誰在聽課，要做到心中只有學生。（5）一堂好課應(yīng)該

42、是真實的課。也就是有缺憾的課 2.為什么學生會偏科？學生偏科怎么辦？學生偏科有很多因素，一方面是對這門課程的興趣和態(tài)度。學生無論學哪一門學科，都可能由于種種原因出現(xiàn)一些知識漏洞，如果家長和老師也沒太注意，學生的漏洞就可能擴大，大到一定程度，就聽不懂新課了，這種情況理科和外語最明顯。學生越聽不懂越不愛學，不愛學就更跟不上。在情感上厭惡和躲避這門課，于是偏科了。先 “ 偵察” ，找到孩子漏洞所在，再補漏。.另一方面如果教師對學生抱有成見，或者學生對教師抱有成見，師生關(guān)系緊 x 甚至對立，學生這科的成績就可能迅速下降。找到突破點，調(diào)整和改善師生關(guān)系，讓學生喜歡老師，老師喜歡學生，這些問題將會迎刃而解

43、。 3.小學英語教學和中學英語教學的區(qū)別小學英語是培養(yǎng)、保持學生興趣。內(nèi)容簡單，課堂形式豐富，娛樂成分多，知識融在活動中，強調(diào)口語淡化語法。中學學習緊、任務(wù)重，趣味性教學不多，主要是“ 培養(yǎng)學習英語興趣”朝著培養(yǎng) “ 初步學習英語的信心” 轉(zhuǎn)化。會集中在某個單詞上，讓學生從感性認識到理性認識，以及怎樣把學到的單詞用到句中去，完成從單詞 句子 寫作的提升。 4.怎樣提高學生學習英語的興趣？英語的學習，主要是教師創(chuàng)設(shè)英語情景，培養(yǎng)聽說能力。從心理學的角度來說，兒童富有好奇心，聽覺靈敏，善于模仿，心理障礙較少，他們對一種新語言的學習往往產(chǎn)生強烈濃厚的興趣，趣是最好的老師。孔子也曾說：“ 知之者不如好

44、之者，好之者不如樂之者?！边@里的 “ 樂” 指的正是 “ 興趣” 。因此，教師在教學過程中要精心設(shè)計教案，想方設(shè)法以新穎、豐富多彩的教學手段激發(fā)學生興趣，用興趣來激活他們的思維，喚起他們的學習注意，在小學英語課堂教學中，有一些些教學手段是行之有效的; 一個生動有趣的故事,一首優(yōu)美動聽的歌曲 .一個可愛的順口溜 ,一段活潑有趣的動畫片都是可以提高孩子學習英語的興趣的。 5.怎樣提高小學生學習英語的興趣？首先，英語對于小學生來說是個新的學科，不像語文和數(shù)學孩子平時有些接觸，所以學起來沒有抵觸感。因此，一定要結(jié)合小學生的.心理特點，根據(jù)小學生喜歡有趣的事物的特征，將英語教學變的豐富多彩，有趣一些，寓

45、教于樂，讓孩子在笑聲中學到知識。其次，英語對于孩子來講是一種新的語言，家長或者老師可以通過和孩子簡單的英語溝通讓孩子覺得英語并不是那么的陌生，同時也能給孩子形成一種學習英語的氛圍，讓孩子潛移默化中學到英語。這樣就能增加孩子學習英語的樂趣。最后，家長和老師可以采取一些有趣的方式來幫助孩子學習英語，比如家長可以用彩色的便簽紙講一些單詞貼在相應(yīng)的物品上，隨時隨地的教孩子，老師也可以通過讓孩子觀看英語動畫，英語漫畫之類的來吸引孩子的注意力，讓孩子慢慢喜歡上英語。 6.怎樣與學生進行良好的溝通?首先如果要進行良好的溝通就要積極主動地了解學生的學習生活情況，表現(xiàn)出真誠的關(guān)心，能夠設(shè)身處地的為學生著想，感受學生的內(nèi)心世界。如果學生感受到了教師的愛，信任教師，則肯定會樂于與教師進行溝通其次對于不同的學生采取不同的溝通方式，對于調(diào)皮的學生就要經(jīng)常談話，督促他改進缺點。對于不善言談和性格孤僻的學生，還可以進行書信和談話相結(jié)合的方式，想方設(shè)法走進學生的心靈。語言要幽默，委婉，含蓄另外良好的溝通，需要耐心的聆聽對方，了解他心中的感受。教師對學生積極聆聽的態(tài)度，可以使學生覺得受到重視并肯定自己的價值。要避免當學生講話時，急于表達自己的觀點. 7.如何對待差生？如何發(fā)現(xiàn)差生身上的閃光點？首