小学英语教师资格面试教案汇编
小学英语教师资格面试—《How tall are you》
How tall are you ?
一、Topic : How tall are you ?
二、Teaching objective
1、Knowledge objective：通过本节课的学习能够知道从那些方面来描写动物
2、Ability objective：能够读懂文章中的细节点，并理解文章
3、Emotion objective：通过本节课的学习使学生知道保护和爱护小动物的重要性
三、Key point
能够读懂文章，并获取相关知识
四、Difficulty point
可以用一些简单的句型进行转述
五、Teaching tools
PPT、卡片、录音机
六、Teaching methods
直接法、听说法、情景法、任务型教学法
七、Teaching procedures
Step1 ：Warm-up
老师播放《Old Mac Donald》音频，师生同唱这首儿歌，提高学习气氛。
Step2 ：
老师用PPT呈现Let’s read 部分的图片，问“What can you see in the picture ?”学生用中文回答所看到的动物。老师从而呈现“Sperm Whate and Killer Whate ”。然后老师让学生快速阅读文章大意。回答“Sperm Whate and Killer Whate ”之间的不同。找出不会的单词，老师进行带读，然后在进行分组读和自己默读。
Step3 ：
把Fill in the blanks 部分用PPT呈现，让学生根据互文章的内容，完成下面的填空，根据填空加深文章的印象，然后让学生跟着录音大声朗读课文，同时卡片呈现新单词“skill, length, shark, squid”, 老师读学生跟读，然后one by one的形式读.( ) Step4 ：Post-reading
给3分钟的思考时间，让学生用自己的话对文章进行复述一遍，对没有理解的，老师进行引导，帮助学生进行巩固。
八、Homework
给每位学生发一篇与上述类似的文章，回家完成，下次课前交上。
九、Blackboard design
How tall are you ?
小学英语教学设计方案
教学内容
1、主题：Where shall we meet?
2、语言功能：正确询时间，地点和正确回答；
对be going to do 有初步印象
3、学习任务：Where shall we meet?
When shall we meet?
将来时be going to do 有计划，打算
教学目标
1、能理解全文大意；
2、并能准确回答与课文有关的问题。
教学重点难点
认读课文，复述课文。
教学过程
1、Greeting 打招呼；
2、and warm up热身活动：up down
3、Sing a song.歌曲 Fishes fishes where are you?
4、Lead in引入：How many.....Who are they?What are they talking about?
5、带着问题听课文，找出答案：
第一幅图What are they talking about? 答案Good news.
第二幅图What is the good news? 答案Visit a farm.
第三幅图How can they go there?答案：First by boat then on foot.
第四幅图When will they meet?答案 Half past seven tomorrow morning.
第五幅图Where will they meet? 答案 Outside the school gate. 突破gate和door 的区别
6、再听课文，完成练习题，并一起检查
7、分角色读课文
课程总结
1、询问住哪里及其回答
Where shall we meet? When shall we meet?
2，理解全文意思，对将来时be going to do 有初步印象 3、胜利组的到小奖品
家庭作业
1、熟练阅读课文，争取能背诵；
2、抄写今天的课文一遍并翻译；
3、完成本次课练习册上的内容。
结束课程
Sing and dance 唱跳一首歌曲结束本次课程 Goodbye goodbye see you again
小学英语教师资格面试—《How Do You Go There》教案
Unit 1 How Do You Go There
Lesson Type: New lesson
Period: The first period
Teaching Objects：
1、Knowledge and Skill Objects
To enable the students to hear, read and write the new words like subway, bus, plane ,train and on foot, and also the main sentence: How do you go to...? I go to...by ... .
2、Ability Objects
To develop students’ability of speaking and to train the students’ability of communication in the real situation.
3、Emotional Objects
To foster the students’awareness of living a healthy life and protecting our environment.
Teaching Key Points
To help students hear, read and write the sentence: How do you go to ... ? I go to ...by ...
Teaching Difficult Points
To help the students to make use of this conversation in their daily life.
Teaching Aids
Tape recorder, pictures, PPT
Teaching Procedures
Step 1、Lead-in
Show a video clip about a busy day on the street and ask students to describe it. Then ask questions about today’s topic, such as “There are many ways to go to somewhere, do you know what they are?”
Step 2、Presentation
(1) Show a picture of bus, then teacher say “I go to school by bus , how do you go to school?”With the showing of a picture of bike and help students to answer with “I go to school by bike”. In the same way, to teach them“I go to ... by plane/by train/ on foot.”
(2) Play games. Ask one student to the front and stick the word cards next to the sentences written on the blackboard when teacher read the sentence quickly and the other students put up their cards. The one who reflect fastest and correctly is the winner.
Step 3、Practice
(1) Activity 1: Play a match game, offering the places, such as school, park, Beijing, America...and traffic ways like by bus/train/plane/on foot. Ask students to match the proper transportation to go somewhere.
(2) Activity 2: Pair work. After matching, students work in pairs to make up as many sentences as they can with above places and ways of transportation, and then make a conversation and practice it in pairs.
Step 4、Consolidation
(1) Task 1: students work in groups to make a survey about “How do you go to school?”, and then make a table to present the results of your group members.
(2) Task 2: Make a report about “How do you go to school?”based on your survey and report it to the whole class.
Step 5、Summary
Students make a summary on what they have learned this class, and teacher make supplement that although we go to school in different ways, we all need to pay attention to the safety and enjoy your way to school every day, what’s more,
teacher encourage the students to go to school on foot to keep healthy and protect our environment.
Step 6、Homework
Make a survey on how your family members go to work or go to school and describe it by using the words and sentences we have learned this class.
Blackboard Design
2013年小学教师英语试讲：《Look at me》
课题：Unit Two Look at me
教学目的：本课主要引导学生掌握英语日常用语中最常用的交际语，为学生在以后日常交际中可以自如运用简单的交际语。
课时：第一课时
教学方法：本课采用任务型教学法、情景法和视听法等外语教学方法进行教学。
教学重点：学生学习早上（上午）问候语Good morning. 及介绍人物用语This is …
教学难点：介绍人物用语This is …一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。
教具准备：
1、Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom 的头饰。
2、为Let’s play 准备所需要的Kitty, Mickey 等卡通人物的手偶或头饰。
3、教材相配套的教学课件[Unit 2 Let’s talk/A]
4、教材相配套的教学录音带
5、教师准备一个小木偶
教学过程：
1、热身、复习(Warm-up/Revision)
（1）教师播放第一单元的歌曲Hello，师生共唱。教师边唱边用体态语示范和学生问候，并鼓励学生边唱边和戴有歌曲中人物头饰的同学打招呼。
（2）用所学打招呼用语，师生互相问候。Hello/Hi, what’s your name?
Hello/Hi, I’m…
（3）让学生用自己的英语名字，自由下座位同别人打招呼并询问姓名。此时，学生可将制作的英文名卡戴在胸前。（还可戴上其它一些头饰，扮演不同人物，练习打招呼和自我介绍。）【点评】该部分用游戏和歌曲吸引学生，将学生注意力由课外转向课堂，让学生在愉悦轻松的课堂环境下开始新课程的学习。
2、呈现新课(Presentation)
（1）教师用木偶的形式介绍自己和朋友的姓名。
将本单元的单元双面对开情景图展现在学生面前，（熟悉的木偶剧表演现场，学生们如亲临其境一样。教师可将此项内容再现）自然形成打招呼的氛围。
（2）教师告诉学生英语的打招呼用语有很多，除Hello/Hi 以外，在早上或上午可用Good morning. 来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning.一句。（在图案旁边板书Good morning.）然后教师用学生的英文名字，以不同的身份和学生打招呼。用Hello/Hi, A. 和Good morning, A. 两种方法同时进行（A代表人名）。
（使学生了解到，这两种方法都是在打招呼，但不同点在于Good morning.可用于上午或早上，Hello/Hi 可用于所有时间段。）
（3）师生共同观看本部分的教学课件。[Unit 2 Let’s talk/A]
（4）再次观看本部分课件，教师指导学生进一步理解课件内容，并用中、英文提问，引导学生用学过的句子练习回答This is …。
T: Who’s this? 这是谁呀？
T: This is John. 这是John 。
T: Where are they going? 他们要去哪？
T: To school. 去学校。（T代表教师说）
（5）学生扮演不同角色练习Let’s talk/A 。
（教师向学生打招呼：T: Good morning. I’m Miss Wang /Mr. …What’s your name? 学生回答S: My name’s …此时，教师主动与学生握手并说T: Nice to meet you. 鼓励学生回答S: Nice to meet you, too.）
（6）教师介绍卡通人物Kitty, Mickey并进行交流。还可用头饰或简笔画，并让学生先简单了解称谓词Miss, Mrs , Mr。
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: This is Kitty.
S: Hi, Kitty.
K: Nice to meet you.
S: Nice to meet you, too.
K: Let’s go to school. OK?
S: OK!
此时强调Let’s go to school.和This is Kitty.两句话。提示学生Let’s go to school. 一句，在第一单元B 部分的Let’s do 活动中的“Go to school”曾学过。教师注意新旧知识的衔接和结合，从“Go to school”导入到Let’s go to school. 一句的理解“让我们一起去上学”。This is Kitty.是介绍人物的方法，本句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。(在简笔画旁板书This is…)
（7）学生跟读并模仿Let’s talk 部分的内容。（使用教材相配套的教学录音带）
（8）再次观看本部分的教学课件，给学生分小组，扮演对话中的人物或其他人物，进行实际交流。教师在可鼓励学生说Miss, Mrs , Mr （此时，学生可以运用教材中人物的头饰，也可运用其他卡通人物手偶或头饰）此处的练习也是与Let’s play 的活动相结合。（9）学生展示练习情况。此时，教师可给予一些小贴画儿，适当鼓励和表扬学生的展示情况,尤其是运用多人物或运用Miss, Mrs , Mr …进行练习的小组。用以进一步培养学生敢于开口、勇于运用英语的习惯并形成浓厚的学习兴趣。
3、趣味操练(Practice)
（1）游戏1：
玩“击鼓传花”的游戏。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生先自我介绍说Hello, I’m …/Hi, I’m …/Good morning, I’m…，之后再介绍一名好友说This is…没被介绍的学生向大家问好Nice to meet you.（这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍、介绍他人等。）
（2）游戏2：
玩“听声音，猜朋友”的游戏。教师请一些学生上讲台前，分别戴上Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom的面具或头饰，以及Kitty, Mickey 等卡通人物的手偶或头饰，其他没有上讲台的学生闭紧双眼，等待上面的学生和大家打招呼说Good morning. 之后猜猜他或她是谁，说This is Cheng Jie /Mike/ Wu Yifan/ Sarah/ Zip/ Zoom/Kitty…猜对的同学为小组赢得一分。
4、课堂评价(Assessment) 此环节可灵活处理，根据需要设置。
做活动手册第二单元的第一部分练习。
（1）学生看图，说说图中学生在做什么、说什么。
（2）让学生听录音做练习。
（3）再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
5、扩展性活动(Add-activities)
游戏：Walk to the corner
方法：（1）教师请6--8个学生上来。
（2）让他们每人选择一个头饰或面具戴上，并说出他们所戴面具的人物。This is …（3）教师任意给每个人物指定一个角落。比如指着一个角落说：Sarah ，指着另一个角落说：Zip ，分别指着其它两个角落说：Mike, Zoom.
（4）学生听到老师的指令后走到与自己名字相同的地点，做在座位上的学生说：This is Zoom/ Sarah/ Zip/ Mike…
（5）角落处的学生则要与大家打招呼说：Good morning! Nice to meet you.
（6）教师可以不断更改人物的位置和学生继续这个游戏。
板书设计：
Unit 2 Look at me
在黑板上出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning.一句。
在黑板的另一侧写出介绍人物的句子This is…
教学反思
小学英语资格面试—《Read and Write》教案
一、教学内容及教学目标
1. Read and write 内容分析
Read and write 分为读、写和语音三部分：第一部分要求学生填写出自己和同桌的爱好，并阅读公告栏的四则广告;第二部分为有意义的写句子活动，分两个步骤：第一步回答问题，仿写句子;第二步选择恰当的动词形式补全广告;第三部分为语音意识培养，选取阅读文段中的典型例子示范单词在句子中重读、弱读的朗读技巧。
2. 本部分的教学目标
通过讨论活动激活学生的背景知识及储备词汇;通过读后问题培养学生在语篇中捕捉不同类型信息的能力;根据阅读所获取的信息完成有意义的仿写活动;根据示例在文段中找到更多单词重读、弱读现象，最终正确朗读句子。
二、教学重难点
重点：运用略读(skimming)及扫读(scanning)的阅读技巧捕捉文本主旨及细节信息，解决问题。
难点：动词第三人称单数形式的运用。
三、教学步骤：
I. Lead-in
1. Greeting
2. Pair work. Students ask and answer questions about their hobbies and fill in two tables.
【设计意图】师生英语对话，营造宽松、愉快的英语学习环境，同时导入话题hobby,通过结对活动复习本单元前四课时所学句型，为本课学习做铺垫。
3. Group work and assessment
Teacher hands out six envelops with different names of clubs on it. There are many information pictures about the club in the envelope. Each group draws lots to decide which group they join in.
【设计意图】通过分组成立俱乐部形成课堂评价方，激发学生的学习兴趣，提高学习积极性，活跃课堂气氛，同时为课堂课堂创设真实情景，为后面的任务做好铺垫。
II. Pre-reading
Teacher asks student questions on how to have more students in each club so as to elicit the topic “ad writing”.
T: Now, you are in different club. Do you want to have more students in your club? But how can you do that? Yes, you can write an ad for your club. Do you know how to write an ad? Can you guess what should be in an ad? Now discuss in your groups.
【设计意图】明确课堂任务，进一步激发学生的学习欲望。阅读文本内容之前进行预测，培养学生的思维能力，为文本理解做好铺垫。
III. While-reading
1. Listen and read titles.听读标题，确定俱乐部。
T: Let’s read some ads together, and then you’ll know how to write one. Look at this notice board. Now listen and repeat the title of each and find out the names of the clubs.
【设计意图】通过仔细阅读、分析标题可以得到一些关键信息。引导学生阅读标题，通过简单的几个词获取广告的关键信息，为进一步理解广告内容打好基础。
2. Scanning
Scan the text to find hobbies of each character in the ad and then check the answer together.
T: Now read for the second time. Find and write down their hobbies.
Amy likes ______________.
John _______.
Mike____________.
Robin___________.
【设计意图】培养学生在阅读时运用scanning的技巧，根据题目中的关键词在广告中查找相关信息，理解并归纳整理信息，填写出所需要的内容，培养学生的归纳能力。
3. Careful reading精读广告，查找关键信息
T: Read the ads carefully, and underline the detailed information. Let’s read the first ad together. (学生阅读) Now read the other three ads and underline the details. (默读)
【设计意图】培养学生精读技巧，根据要求在文中仔细查找，获取信息。通过画线让学生一目了然地了解广告所应包括的信息，为后面的总结产出做好铺垫。
IV. Post-reading
1. Finish the ad
Teacher provides some ads and delete some key information, such as title, time, places, activities, contact information. Then students are asked to finish the ads and read together.
T: Now, boys and girls, look here. I’ve written an ad. Read it and tell me “Is it an ad?”
T: Why not?
T: Oh, yes. Can you add a title for it?
T: Anything more? Great! Let’s add the time.
【设计意图】通过师生共同完成广告，学生更直观地了解到关键信息在广告中的重要作用，为后面能够更顺利完成制作广告的任务做好铺垫。同时培养学生善于观察，勤于思考的习惯，加强学生综合理解运用语言的能力。
2. Summarize
Teacher summarizes key factors of an ad together with students and then write it on the blackboard.
T: So, what should be in the ad?
小学英语教师资格面试—《My Birthday》教案
人教版英语五年级下册unit3 My Birthday
听说课试讲稿
Hello, boys and girls. How are you today? Yes, I am great. Thank you! I hope all of you can be happy in our English class. Before we start our new lesson, let’s sing the apple song we have learned last week. Okay, ready. Go. Apple round, apple red, apple juicy, apple sweet, apple I love you, apple sweet I love to eat. Oh, Wonderful, you did a great job.
(lead-in)
Now let’s have a short review. Last week, we learned a new topic, do you still remember? Right, we talked about birthday last week. And we also have learned some months. January, February, and May etc.
Everybody, do you like to celebrate your birthday? Yes, of course, everyone likes it. Why? Who can tell me the reason? Okay, the tall boy in black coat. What’s your answer? You can get presents. Well done! Please have your seat. But we must tell others when is our birthday. So they can celebrate it for me. Do you think so?
(presentation)
Now boys and girls, Close your book. We will listen to the tape together. While you are listening, try to answer the question on the screen.
小学英语试讲教案
小学英语试讲教案公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Teaching Aims: Knowledge aims: (1) Students can learn four new words: orange, pear, apple and banana. (2) Students can master the structure of “Do you like pears” Ability aim: Students can improve their listening and speaking ability by taking part in activities. Emotional aim: Students will be more interested in English and like to speak English in daily life. Key points: (1) Listen, speak and use the new words: orange, pear, apple and banana. (2) Master the structure of “Do you like”. Difficult points: (1) Use the new words and structure in their daily life. (2) Improve the interest of learning English, and like to speak English. 课前准备：
初中英语教资面试教案
并列句（Compound Sentence）主语（Subject）宾语（Object） 谓语（Predicate）表语（Predicative） 谓语动词（Predicate Verb） 补语（Complement） 状语（Adverbial） 定语（Attribue） 一般现在时（Simple Present Tense） 现在完成时（Present Perfect Tense） 过去时（Past Tense） 现在进行时（Present Continuous Tense） 将来时（Future tense） 句型（sentence patterns） 教案模板： 一、写作 Teaching Contents（教学内容）： Writing a report according to the information collected. Teaching Objectives（教学目标）： (1)Knowledge ~ (2)Ability~ (3)Emotional~
Teaching Key and Difficult Points： Teaching Procedures（教学过程）： ·Step1 Warming up and lead-in(time) ·Step2 Pre-writing(time) ·Step3 While-writing(time) ·Step5 Summary and homework(time) 二、听说 Teaching Contents（教学内容）： These passages are about….. Teaching Objectives（教学目标）： (1)Knowledge ~ Students can learn some new words and expressions…. (2)Ability~ Students can improve their listening and speaking skills. (3)Emotional~ Teaching Key and Difficult Points： How to make students improve their listening and speaking skills.Teaching Procedures（教学过程）： ·Step1 Pre-listening(time) Ask students some questions. ·Step2 While-listening(time) (1)Listen to the tape and fill in the blank.
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Class: Name: ( )1. Good morning! ! A.Morning ! B.Hello ! C.Hi ! ( )2. Nice to see you again ! . A.How are you ? B.Nice to see you , too . C.How do you do ? ( )3.Good night,mom ! A.Night ! B.Good night ! C.Good evening . ( )4.How do you do ? A.How are you ? B.Fine,thanks . C.How do you do ? ( )5.How many story books do you have ? A.I have 10. B.I can see 10. C.Thirty yuan. ( )6.Do you have new teachers? A.Yes,we do . B.Yes,we don’t. C.Yes,we have . ( )7.Who’s your art teacher ? A.Mr Zhu. B.Miss Zhu. C.He’s tall. ( )8.What’s he like? A.He’s tall and strong . B.Yes,he is. C.Mr Zhu. ( )9.Is your English teacher young? A.No,she isn’t. B.Yes,she is . C.No,she is.
( )10. ? Her name is Chen Jie. A.What’s your name ? B.What’s she name ? C.What’s her name ? ( )11. ? I like Chinese,math and English. A.What classes do you like? B.What do you like? C.What are you like ? ( )12. ? We have English and P.E. A.What do you have on Mondays ? B.What do you have ? C.What do you have on Monday? ( )13. ? It’s Monday. A.What is it today ? B.What day is it today ? C.What day is today ? ( )14. ? I watch TV and do my homework. A.What do you do ? B.What do you do in Mondays? C.What do you do on Sundays ? ( )15.May I have a look ? A.Sure.Here you are . B.Look ! C.Here you are . ( )16.Our math teacher is Canada. A.from B.in C.at ( )17.I three new teachers. A.has B.am C.have ( )18.What’s Chinese teacher like ? A.you B.your C.you’re ( )19.My P.E.teacher is thin. A.too B.so C.very ( )20.There are days in a week. A.six B.seven C.eight ( )21.There are month(月)in a year(年).
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小学英语北师大版四年级下册Unit 7 At the Restaurant《Lesson 3 Have fun.》优质课教案公开课教师试讲教案
小学英语北师大版四年级下册Unit 7 At the Restaurant《Lesson 3 Have fun.》优质课教案省级比赛获奖教案公开课教师面试试讲教案 【名师授课教案】 1教学目标 2学情分析 3重点难点 重点:句型:Can I have some …, please? Sure. Here you are. 单词:rice, fish, beef, soup, noodles, vegetable 难点:能够正确读单词vegetable。 4教学过程 活动1【讲授】gc 一、教具准备 1.教师准备有关食物、饮料的图片。 2.教材相配套的教学录音带[第一册Unit 5 Let’s sing/A 和本册Unit 5 Let’s learn/A] 3.学生准备一套有关食物、饮料的卡片。 4.单词卡 二、教学过程 (一)热身/复习(Warm-up/Revision) 1.Sing a song 教师放录音[使用本套教材第一册Unit 5, Let’s sing/A部分],师生一起唱歌曲“Let’s have a picnic today”. 2.Listen and do 教师发布口令,学生听到之后做出相应的动作。(可借助于学生自己的单词卡) Pour the water. Smell the coffee. Taste the tea. Show me the milk. Drink the juice. Cut the bread. Make the cake. Eat the hot dog. Show me the hamburger. Smell the chicken. Make the cake. Pass me the French fries.
2017年初中英语教师资格证面试教案
2017年初中教师资格证面试教案《Is this your pencil?》 一、教学目标 在本节课结束时，学生将能够： 运用含有指示代词的一般疑问句来询问物品的所有者。 学会使用学习物品词汇和名词性物主代词确认物品的所有者。 运用预测、速记、抓关键词等策略根据听力要求获取所需的信息。 （一）知识与能力 1．能够正确使用下列词汇： pencil, book, eraser, box, schoolbag, dictionary, mine, his, hers, me 2．能够正确使用下列常用表达： pencil box, excuse me 3．能够正确使用含有指示代词的一般疑问句确认物主关系并做简单回答。 A: Is this/ that ...? B: Yes, it is. / No, it isn’t. A: Are these/ those...? B: Yes, they are. / No, they aren’t. （二）过程与方法 通过教师创设的“帮同学找学习用品”情景，学习本节课相关词汇和句型，并运用这些语句完成相关的任务。主要采用Using contest guessing和Role playing的学习策略，利用教学图片和制作多媒体课件来展开课堂Pair work, Group work的口语交际活动，识别物品的所属，体会指示代词、一般疑问句的用法。 （三）情感态度与价值观 该部分学习内容贴近学生的实际生活，通过谈论的主题“识别物品的所属”，可以：1．使学生能比较好地解决类似问题，提高学生解决问题的能力。 2．培养同学之间团结友爱、助人为乐的精神。 3．培养学生有序整理学习用品，使书桌有序整洁，合理安排学习生活的好习惯。 二、教学重难点 （一）教学重点 1．掌握表示常用学习用品的基本词汇。