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首先要掌握面试的基本模式，在试讲前做好充足的准备，把要讲的内容的相关背景等知识了解到位，并把课的内容和这些背景结合起来，主要是注意如何让背景知识在吸引人的同时把人引导到课本的内容上来。
其实，要做好面试前的形象准备，一定要着装合体，不要穿着台前卫，毕竟教师这个职位还是要讲究矜持的。
在见到面试官时要表现的大方，不要太拘禁，也不要太嚣张，给人留下稳重的印象。
试讲时要首先把自己的试讲材料分发给各位考官。
讲课时的音量特别重要，而且要有板书，然后就是注意设计的跟学生互动的环节。麻雀虽小但五脏俱全，所以板书就是你的教课大纲，是有始有终的，最后别忘了布置作业。
试讲完成以后还会有提问基本上都是涉及到如何安排你所教的课程的，教学侧重点应该在哪里，如果学生出现了这样或那样的问题你该如何等等。
教师招聘面试四要点：
要点一：为什么要选择教师这个行业?
为什么要选择教师这个行业、你是怎么看教师这个工作的等涉及到教育观的这类问题被问到的几率最大。金陵中学丁强校长告诉记者，这是来面试的考生必须要回答的问题。每年仅是因回答这两个问题不当而被淘汰的考生就有很多。
参考意见：南京一中初中部黄侃校长建议考生回答问题一定要实事求是，不要故弄玄虚，比如这样回答就不错：读的就是师范类的专业，做教师符合自己的专业，而且现在公司之类的工作不够稳定，教师稳定性比较高，现在好的学校对教师的培养很好，也能为教师提供很大的发展空间等。
要点二：在面试时，学校会根据考生的履历提出一些即兴的问题，主要是考察考生的应变能力。
参考意见：中华中学的钱进副校长认为，考生在写履历表时就要有被提问的意识，可以根据自己的特点和强项多做点准备，这样不至于强项变弱项。他说，有个考生在履历表上写到他曾经发表过一篇文章，校长马上就追问考生写这篇文章的目的，以及对这篇文章观点的一些探讨。结果这个考生说的稀里糊涂，很显然没做准备。
要点三：课上得怎么样?
小学教师面试第一个环节也是最重要的环节，就是对考生课堂教学的考察通过上一节课看考生的专业水平和教学能力到底怎么样，比如对教材的了解、板书，对学生活动的组织以及对课堂的控制等。区教育局会组织教师听课并给考生打分，根据分数确定是否留用。而学校没有录用权。
参考意见：南师附小的盛晓蓓书记建议考生，平时在学校学习期间，就应该增加课堂教学实战训练，结合自己学到的知识，多实践，锻炼自己的教学水平，增加实战经验，平时还要多研究案例教学法，这样就不会在真正的课堂教学中紧张。一些师范学校也应多给学生安排实战训练课，熟练掌握案例教学方法。
要点四：仪容举止也很重要。
作为一名教师仪容仪表很重要，要有较强的自我约束力，教态不能太随便。
参考意见：作为教师要有得体的仪容仪表，穿着要端庄、大方，有的考生长得很漂亮，但是穿得很随便，给人感觉不够庄重，有的人长得不怎么样，穿着却很大方，让人赏心悦目，这样在面试时就能赢得良好的印象分。另外，言谈举止要得体，回答简明扼要，抓住重点。
全英文英语教案模板
【篇1：大学英语教案经典模板】
教 案
practical college english
新认知大学实用英语综合教程
教研室：公共课部 教师姓名：freefishwang
【篇2：英语教案模板】
unit 5 text a
what are friends for? teaching objectives:
by the end of the unit, students will be better able to
the varied parts friendship plays in ones life and be better friends themselves;
about 30 new words and 10 new phrases and expreions in brief conversations, translation and preliminary writing tasks;
the subjunctive mood with implied condition in real life communication;
material of a similar topic and degree of difficulty; how to write concisely by avoiding overstated, pompous words and redundant methods:
audio lingual method;presentation;discuion; points:
new words and expreions: chat, turtle, model
pick up, happen to, cd player, out of touch, put in perspective, betrayed confidence on the planet, get rid of, in good/bad shape
some sentences in the text are difficult to understand, such as i was thinking about how everybody can’t be every thing to each other, but some people can be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition;they have beautiful homes filled with special handmade things presented to them by villagers in the remote areas they have visited in their extensive procedure:
step up(30 mints)
1)work in pairs or groups, and discu the following questions.? you have different kinds of friends? how do you claify them?
? is so great about friends?
? what circumstances can one lose a friend?
? it poible to love and hate a friend at the same time? give )ask students to skim the text for the 8 kinds of friends mentioned in the relative friends/ work friends/ former friends/ friends you love to hate/ hero friends/ new friends 3)introducing the main idea of the article
it is said that friends are the best gift god has given that we have eight kinds of friends from the text, what kind of happine or benefit can each of them bring us? that’s exactly what the text is words and the notes(20 mints)learn new words and expreions of text a
explain some important and difficult words and n.水泥，粘合剂 v 巩固，粘牢
nostalgic a.—nostalgia n.—nostalgically n.—subdivide v.—divide a.—(opposite)opportune a.—(opposite)visible at the notes on page 116
wink: poet, eayist, and regular commentator on national public radio’ author made up the capitalized expreions in the text such as “faraway friend,” “relative friend,” which would make no sense at all out of context, with the latter in quit doing drugs, you’re not such good friends with your dealer anymore: this is not meant to be taken or sale of illegal drugs can result in long prison points(60 minutes)
? on sb.’ s shoulder: get sympathy from someone when you tell them your problems 向某人诉苦以寻求安慰（或同情）
least she hadn’t cried on his shoulder you ever need a shoulder to cry on, just call me.? return(for sth.): as payment or reward for something作为报答或回报
is always helping people without expecting anything in offer an excellent all-round（全面的，多方面的）education to our return, we expect students to work hard.? hold out through innumerable crises before...: they are always
reliable（可靠的，可信信赖的）and nice when you are in difficult times even though they don’t like what you are doing...? so many family relationships are tinged with guilt and
obligation:
while so many people may feel something of a sense of guilt or
responsibility in dealing with family relationships...? goip, once an infallible（绝对可靠的）source of
entertainment, soon awkwardly accentuates the distance between you: office chat used to be an effective way of amusement for you;however, it makes you feel uneasy since you do not work together anymore and therefore increases the feeling of distance between you.? friends share certain memories which acquire a nostalgic glow
after about a decade:
memories of your work friends makes you happy after ten years, so you
somehow wish that you could return to those days.? end: a street with no way out at one end or a situation from which no
more progre in poible
realized that the job at which he had been aiming all these years
seemed to him to be a dead thinks they have reached an evolutionary（逐渐发展的，演变的）dead end.? you feel you’ve hit a dead end, come to a confusing fork in the
road, or gotten lost in some cracker-box subdivision of your life:
whenever you feel helple, confused or at a lo（困惑的，不知所措的）in the complicated journey of your life...notice that “cracker-box division” is not a general expreion, but is rather made up by the : 薄脆饼干；咸饼干 sth.: formal owning or having obtained something from somewhere 占有（或拥有）某物
was found in poeion of stolen did the painting come into your poeion(=how did you get it)? ? death: informal used to emphasize that a feeling or emotion is very strong
? be bored / scared / frightened death
she was scared to death of what might happen ’ m absolutely sick to death of it(=very angry, bored, or unhappy about something).? bore / scare / love to death
he drove at a speed which frightened leonora to used to worry me to death.? me/you sick: spoken a)make you feel very angry
like you make me sick!
b)indicate a feeling of jealousy—used humorously
make me sick with your “expenses paid” holidays!
? , whenever, there’s that spark of recognition（认识）:
when you meet a “new friend” for the first time you instantly feel a connection with each (5 minutes)
the article repeatedly and try to remember the new words and expreions in text a
the study and practice on page teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang
【篇3：全英文英语阅读课教案模板】
阅读课教案
school__ number3 middle school____junior or senior section _junior__ cla ____3____ grade _1_______
size ______45__ time_40_______date __20_-12-28____ materials __go for it______type of leon _reading ____ contents: : some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, prepositions of place: on, in, under
: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under… where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they )dialogue: where’s the bag?
i don’t it on the dreer?
no, it isn’ are my books?
i don’t they on the bed?
no, they’re )writing: ask, gue and write objectives:
objectives(language knowledge and language skills)
1)to promote students’ vocabulary development(table, bed, dreer，bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)
2)to promote students’ reading skills a)prediction b)skimming
3)to promote students’ oral english
4)to develop students’ writing skill objectives(affect, learning strategy and cultural awarene)
1)to develop students’ ability to communicate with others to get information
2)to build students’ confidence
3)to make students learn to cooperate with others objectives:
1)to develop teacher’s ability of claroom management focal points: a: the : prepositions of place c: where-question and
d: answers to “is the… in/on/under the …?”；
difficult points: a: use the prepositions to describe position of things
b: use the where-question and is it-/are they-question to ask things’ position
aids: ppt, blackboard, chalk … procedures and time allotment
students ready for learning(mins)1)greetings: good morning everyone!2)routine task: duty report
: use some pictures to review the vocabulary(table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under)and sentence structure:
where is(where’s)…?
it is(it’s)in/on/under
where are…?
they are(they’re)in/on/under… :
step1: vocabulary and some phrases learning
task: look at the conversation between them and gue the meaning of the sentences in red.(using the conversation between liu qian and a xin to show those phrases to the students in order to learn them by the context;because the sentence structure in the conversation is those they have learnt)
(… mins)
此步骤包括词汇、语法教学等
(… mins)
1)oral work 2)written work homework
1)conclusion: a: vocabulary
b: sentence patterns: where is(where’s)…?
it is(it’s)in/on/under…
where are…?
they are(they’re)in/on/under…
where’s/where’re…?
i don’t it /are they on/in/under… ?
no, it isn’t./they aren’t./ yes, it is./they )homework: ask, gue and write
let your partner to ask as well as gue where your things are in your down your conversation by using the following sentence patterns:
a: where’s/where’re your…? b: you can : i don’t it /are they on/in/under… ?
b: no, it isn’t./they aren’, it is./they are.…
self-evaluation
模板：
Teaching aims（教学目标）
1 Knowledge objects: Make students read the important words and sentences
2 Ability objects: Make students master the grammar in the text________
3 Moral objects:Improve the interests in studying English and_________ Teaching important points（教学重点）
Words：___________ ___________ ___________
Sentences：_______________________________________
________________________________________ Teaching difficult points（教学难点）Master the grammar Use the words in their lives ____________________ Teaching aids（教具）
Cards、projectors _________ __________ ________ Teaching procedure：（教学过程）Step1 leading-in Step 2 __________........Step n homework Blackboard design（板书设计）
(一)形式
教案是教学设计的文字体现，有相对的格式与要求。教案的格式主要包括文字叙述式、表格式两种。
1.文字叙述式
这是一种基本上全部以文字形式呈现出来的教案形式，在日常教学的应用最为广泛。
2.表格式
这是一种经常出现的教案形式，一般有学校发给教师。
(二)主要内容
上课的重要依据，通常包括：班级、学科、课题、上课时间、课的类型、教学方法、教学目的、教学内容、课的进程和时间分配等。有的还列有教具和现 代化教学手段(如电影、投影、录像、录音等)的使用、作业题、板书设计和课后自我反思与评价等项目。由于学科和教材的性质﹑教学目的和课的类型不同，教学 设计不必具有固定的形式。
1.基本内容
(1)课题(说明本课名称)。
(2)教学目标(或称教学要求，说明本课所要完成的教学任务)。
(3)课型(说明属新授课，还是复习课)。
(4)课时(说明属第几课时)。
(5)教学重点(说明本课所必须解决的关键性问题)。
(6)教学难点(说明本课学习时易产生困难和障碍的知识点)。
(7)教具(或称教具准备，说明辅助教学手段使用的工具)
(8)教学过程(或称课堂结构，说明教学进行的内容、方法步骤)。
(9)作业处理(说明如何布置书面或口头作业)。
(10)板书设计(说明上课时准备写在黑板上的内容)。
2.教学过程的步骤
书写过程中，教学过程是关键，它包括以下几个步骤。
(1)导入新课
①设计新颖活泼，精当概括。
②怎样进行，复习哪些内容?
③提问哪些学生，需用多少时间等。
(2)讲授新课
①针对不同教学内容，选择不同的教学方法。
②怎样提出问题，如何逐步启发、诱导?
③教师该怎么教、学生该怎么学?详细步骤安排，需用时间。
(3)巩固练习
练习设计精巧，有层次、有坡度、有密度。
(4)归纳小结
怎样进行，是教师还是学生归纳?
(5)作业安排
①布置哪些内容?要考虑知识拓展性、能力性。
②需不需要提示或解释。
(三)主要作用：
1.教学活动的依据
教学过程是由教师的教和学生的学所组成的双边活动过程。如果不认真做教学设计,教学过程中必然目标模糊,心中无数,要求不当,随心所欲，而最终无法取得好的教学效果。
2.有利于教学水平的提高
在这个过程中,教师不仅要研究教材的知识体系、学生学习教材的状况(接受水平、心理特点和思维规律),而且要按照课程标准的精神,分析教材的编 写意图和教材特点,分析教材的知识结构、体系和深广度,特别是要以整体为背景,分析各部分教材的特点,明确教材的要求,教材的重点难点,分析知识的价值功 能,酝酿设计教学过程,确定教学方法。教学水平的提高,在很大程度上取决于对教材的钻研。
1.一般现在时 the present tense
2.一般过去时 the past tense
3.一般将来时 the future tense
4.一般过去将来时 the past future tense
5.现在进行时 the present continuous tense
6.过去进行时 the past Continuous Tense
7.将来进行时 the future continuous tense
8.过去将来进行时 the past future continuous tense
9.现在完成时 the Present Perfect Tense
10.过去完成时 the Past Perfect Tense
11.将来完成时 the future perfect tense
12.过去将来完成时 the past future perfect tense
13.现在完成进行时 the present perfect continuous tense
14.过去完成进行时 the past perfect continuous tense
15.将来完成进行时 the future perfect continuous tense
16.过去将来完成进行时 the past future perfect continuous tense ⅰ.warm-up !goodmorning,boysandgirls!sitdown,please!'mhappy,',ok?'what'?'clapyourhands,!wonderful!ⅱ.presentation let'slearn '!!whatseasonisit?why?!'tlikesummer,it''tlikewinter,it'''!'!groupwork ''''dliketo....'!thankyou.ⅲ.consolidation 'splayagueinggame,ok?,'ican...'or'i'dliketo...'forexample,....areyouclear?let'begin! !
讲课，比较看重心理素质和基本的知识水平!
1、首先是着装问题。一般试讲都有领导听课的(如系主任或你专业的教研室主任等)，穿衣服一定不要太随便，也不要太花哨，很多老领导看不惯的。尽量整洁、斯文点。你是女孩子，可以化点淡妆，但不要浓妆艳抹。
2、备课一定要充分，所谓的充分有三层意思：
(1)内容一定要多，多准备点不要紧，可跟椐试讲时间自己控制，一定不要少!
(2)内容一定是自己最熟悉的，一般试讲主要是领导想看看你的口才，当然也看看你有多少“料”，一般是让你随意安排讲课内容的，这时一定找自己最熟悉最感兴趣的那些内容，这样不容易紧张，也不容易忘，还可以即兴发挥呢!
(3)内容尽量安排一些新颖、前沿的知识，同社会某些现状加以联系。这样会让领导、老师感觉你很有“料”，能够把握最新进展，能够理论联系实际!
3、试讲之前一定要演练几次。即使你有足够的信心也要演练一次，如果老是紧张，就多说几次吧。可以找个没人的地方，当然，能面对自己的朋友演练就更好了，因为他们或许还能给你提点意见和建议呢!
4、如果你的黑板字写的不错的话，尽量用“爬黑板”的方式讲课(除非有规定一定要用多媒体)。一来，写一手漂亮的黑板字会给那些领导们留下一个很好的印象的，二来，在写的过程中，可以想：接下来我要讲什么?也就是说，给自己一个缓冲的时间，消消紧张情绪，当然不要因紧张而写的飞快，慢点写不要紧，关键是把字写好，写的有条理。
5、讲话语速不要太快。这是初讲者共有的一个不足。如果真的试讲时语速突然加快了(有时面对下面一双双陌生的眼睛，你自己都无法控制)，就停下来，做个深呼吸，效果还是不错的。
6、试讲完后，可能下面的领导、老师会问你几个问题。这时，你“最熟悉最感兴趣的内容”的优越性就体现出来了，对于自己会的，不要抢着回答(为了证明自己懂)，等人家完全问完了，自己再回答，当然可以停顿一下想想再说;对于自己确实不会的，一定不要乱说(不会本来就不好了，再乱说岂不是罪加一等)，直接说：这个问题我确实不太清楚...在回答问题的时候，一定要保持面带微笑，这种微笑会让你省去很多麻烦的。
试讲、说课的全方位准备!
一、准备好：教案二份，电子和手写版，特别是“老家伙”非常的重视，格式条理内容很清楚的，衣着合理，不要穿的花花绿绿的，朴素一点，牛仔裤就不错吗，时间准备好，提前到位!如果没有把握事前自己讲上几遍，找个人给你提一些意见。
二、心情好：讲课心情高兴，充满激情，显示你的活力和精神状态，并充满大智慧。自信一点。不要像小孩蹦蹦跳跳。
三、交流好：和学生交流好，和听课的人交流好，和为你服务的人员交流好，甚至和你接触的一切的东西交流好，包括试讲的场地，
1.慢点：一紧张，绝对说话太快，人家不易听懂，时刻提醒自己说清楚，慢点，宁愿没说完。
2.目光：自信，眼光要看着听课得人，把他们想象成本科生或其他学生(根据授课对象决定)
3.熟悉：熟悉能够缓解紧张，做到可以脱稿，杜绝照ppt宣科
4.专注：把思想专注在要说得内容上，全心投入
5.互动：适当和听者互动，提问等方式，试讲时可自问自答
6.条理：开始先总说今天得内容，然后分述。注意各个部分之间得逻辑与衔接。
7.语速：还是再慢点
四, 注意仪表, 整齐干净端庄即可
五, 教案要准备两套, 打印/手写的一套,电子稿一套(一般就是PPT了)
六, 不管是用哪套教案, 都要配合有板书,注意整齐和条理
七, 适当穿插英文,引入该学科领域的一些新知识
八, 声音洪亮
做好充足的准备，把要讲的内容的相关背景等知识了解到位，并把课的内容和这些背景结合起来，主要是注意如何让背景知识在吸引人的同时把人引导到课本的内容上来。 出发前的准备很重要，一定要着装合体，不要穿着台前卫，毕竟教师这个职位还是要讲究矜持的。 在谈到面试，其实说起来，小学英语并不需要多高英语水平，更多的需要你的亲和力，所以不需要掌握太多英语面试技巧。你如果能做好孩子王，相信你就一定能胜任这一职务。如果你有幼教的基础，中标的可能性就会大大增加。如果没有，可以提前看一些少儿心理学的文章。
做好充足的准备，把要讲的内容的相关背景等知识了解到位，并把课的内容和这些背景结合起来，主要是注意如何让背景知识在吸引人的同时把人引导到课本的内容上来。 面试前的形象准备很重要，着装要合体，不要穿着台前卫，毕竟教师这个职位还是要讲究矜持的。
在见到面试官时要表现的大方，不要太拘禁，也不要太嚣张，给人留下稳重的印象。
试讲时要首先把自己的试讲材料分发给各位考官。
讲课时的音量特别重要，而且要有板书，然后就是注意设计的跟学生互动的环节。麻雀虽小但五脏俱全， 所以板书就是你的教课大纲，是有始有终的，最后别忘了布置作业。试讲完成以后还会有提问基本上都是涉及到如何安排你所教的课程的，教学侧重点应该在哪里，如果学生出现了这样或那样的问题你该如何等等。
1.搞好试讲稿。总体思路是：谦虚礼貌，内容熟悉，结构清晰，层次分明，明确易懂，有自己的观点。
2.要导师帮我写份推荐表。在此思路指导下，我决定讲自己写的论文，且在导师的授权下，自己写了份推荐表。
3.熟悉本学科重点内容及最新发展。
4.熟悉该专业教研室各个老师的情况。
在试讲前，修改了数次试讲稿，朗读了数次，确保时间在30分钟内。看了一遍本专业相关书籍。到成都后，在学校对面旅馆住下。试讲前一天，先到学校踩点，熟悉校园环境，摸准试讲地点。试讲约定是下午2点半在法学院办公室。去后，由院长领我们到教室试讲。去教室时，院长提了一大袋矿泉水，估计是给听试讲的老师喝的。我主动要求提了过来。
到教室后，发现教室里已经有了几位应聘人。算我在内，总共5人。经交谈，得知和我竞争的有2人。一中南财经政法男生，一南开大学女生。经观察，觉得南开女生相对比较有竞争力。
三点所有听试讲老师到齐，院长选读试讲规则是先 自我介绍 再15分钟试讲然后是提问后，试讲开始，面试技巧《教师面试技巧》。试讲者以外的人在别的教室等候。中南政法男生第一个试讲，我是第二个。
我进入教室时，听到老师说中南政法男生是不是很紧张，再看到一人事处老师在帮该男生擦黑板，估计该男生没戏了。我主动接过老师黑板擦，擦完黑板后，开始了面试 自我介绍 ， 自我介绍 非常简短，就说了自己的专业、研究方向、本科专业、所获荣誉奖励。然后开始试讲。
开头是：尊敬的各位老师：下午好！今天是3月8日，也祝在座的各位女老师节日快乐！（听试讲的各位女老师听后，高兴得连说谢谢。）我要试讲的题目……，分五部来讲。……。在试讲的过程中，我和每个老师都进行了目光交流。发现人事处的两位女老师笑容掬，院长表情自然，估计是一专业课女老师面无表情，一男年轻专业课老师神情严肃，估计是教研室主任的老头满脸笑容。
第二部分讲完，院长就让我结束了。然后是估计的该专业教研室主任专业提问，问了个问题。接着是院长及两位人事处女老师随便问了些问题，比如你是哪人、发了几篇论文、怎么想到成都来、有没有女朋友、想不想考博等。我对想不想考博的回答是：如果应聘成功，我会做好本职工作。但如果贵校能够提供发展机会，我也会非常高兴。之所以如此回答，是因为之前应聘某211高校辅导员，该校问我有什么发展规划时，我很老实地回答了想读在职博士，虽然面试自我感觉不错，结果还是被BS。
回答问题完毕后，院长问我还有没有什么问题要问，我回答：暂时没有问题问。院长就说到此结束。我说：非常感谢感谢各位老师，再见！然后擦掉了自己写的板书。
第二天，该院办公室主任即打电话告诉我试讲成功通过试讲，已报学校批准，签约应没有什么问题，还欢迎我的加入。第三天即打电话告知学校已批准，就等组织部盖章，要我把协议书交到院里。当时我还在杜甫草堂，匆忙中打的回住处拿协议书再打的到学校把协议书交了。
从去年11月份开始到今年3月，终于把工作搞定。不可谓不艰难。面试过一次国家公务员，面试过一211高校，这是第三次正规面试（校内 招聘 的不算），终于搞定，算是事不过三。该工作我还是比较满意的。待遇在成都应该还过得去。
总结试讲经验，我觉得至少有以下几点：
1.要有礼节、讲礼貌。
2.试讲的内容一定要很熟悉，小一点；不能太大，否则老师随便问一个小问题，你就可能答不上来。
3.要有自己的观点。
4.要自信，轻松，不能太拘谨、紧张。
5.声音适当大一点，讲话流畅，但不能太快，要快慢得当。
6.问到读不读博的时候，一定不能说在考或想考，我觉得我的回答可借鉴。
7.和老师目光交流，不要自讲自的。
dear teacher and classmates:
i am very glad to make a speech here in this class again! this time， i'd like to talk something about english。
i love english。 english language is now used everywhere in the world。 it has bee the most mon language on inter and for international trade。 learning english makes me confident and brings me great pleasure。
when i was seven， my mother sent me to an english school。 at there， i played games and sang english songs with other children 。 then i discovered the beauty of the language， and began my colorful dream in the english world。
everyday， i read english following the tapes。 sometimes， i watch english cartoons。
on the weekend， i often go to the english corner。 by talking with different people there， i have made more and more friends as well as improved my oral english。
i hope i can travel around the world someday。 i want to go to america to visit washington monument， because the president washington is my idol。 of course， i want to go to london too， because england is where english language developed。 if i can ride my bike in cambridge university， i will be very happy。
i hope i can speak english with everyone in the world。 i\'ll introduce china to them， such as the great wall， the forbidden city and anshan。
i know， rome was not built in a day。 i believe that after continuous hard study， one day i can speak english very well。
if you want to be loved， you should learn to love and be lovable。 so i believe as i love english everyday ， it will love me too。
中学英语教案模板全英文范文
Unit 16 Leon 63
Hello, I’m very pleased to have an opportunity to talk about some of my teaching topic is life in the oceans taken from Leon 63 of Unit 16 in SEFC（2）.It is made up of four 1 My understanding of this leon
The analysis of the teaching material：
This leon is a reading plays a very important part in the English teaching of this 62 and Leon 63 are a whole studying Leon 63, Ss can improve their reading ability, learn more about the sea and the life in the the same time, we should get the students to understand some difficult sentences to comprehend the paage Ss should do some listening, speaking and writing, course, the Ss should receive some moral the Ss understand the sea better, love the sea and save the sea and the life of the aims：
aim： Understand the main idea of the aim： Retell the text in their own aim： Make the Ss love the life of the sea and do something to stop it being points / Teaching important points：
How to understand the text difficult points：
your own words to retell the the pollution of the sea and how to save the about the Ss：
Ss have known something about the sea and sea life through the Internet and other are lack of don’t often use English to expre themselves and communicate with Ss are not active in the cla because they are afraid of making 2 My teaching theories, methods and aids
Before dealing with this leon, I’ll do my best to carry out the following theories： Make the Ss the real masters in cla while the teacher himself acts as director； Combine the language structures with the language functions;Let the students receive some moral education while they are learning the English method：
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discuion method
Pair work or individual work method
Teaching aids：
projector
tape recorder
blackboard
Part steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading entire steps are：
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discuion, Homework
Step 1 Greetings
Greet the whole cla as
students some questions to revise the last leon（show them on the screen）. much salt do the oceans contain per thousand parts of water?（35 parts of by weight）
is coral? Why are corals not found in deep water?
is the Dead Sea called the Dead Sea?
the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）.Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so ： Arouse the students’ interest of in new subject： Life in the reading
Read the paage as quickly as they show the questions on the screen and let them get the main idea of each paragraph：
can living things live in such oceans around the Antarctica?
does the whale feed on?
is the difference between the sperm whale and other whales?
Method： Read the text individually, use question—and—answer ： Improve the students’ reading the general idea of each （book closed）
to the tape then do an exercise（wb page 90, part 1）
or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later reading
Read the paage carefully again and answer some detailed questions on the much does a whale eat at a time?
all the whales feed on small fish?
deep can a sperm whale dive?
It is also called depth reading or study means reading for detailed ： Further understand the text（Train further reading ability）to find out some different sentences and details of the for details of the text on the screen
1....its heart slows to half its normal become / make sound wave
Present participle used as a time： each time
to a length of...Purpose： Train the Ss’ ability of understanding and using
out the topic the paage according to the topic ： I want to know if my students understand the whole text really and if they master what I mean to tell them in this ’s more, I want to let them have the ability of introducing and analyzing the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it
Show them some pictures about the polluted sea and many living things which are in danger and ask them： What are their opinions about it? In order to let them have free choice, I give them another topic： The sea is being should they do?
Purpose： I mean to give them emotional give them multi-media pictures to arouse their interest of study and their love for mean to make them realize： The sea is in danger!
I teach them to do their best to help it and do something from now should do something to love and protect our
Write an article Saving the want to improve the ability of their the same time, train the ability of do-it-yourself and looking up the information by design
Unit 16 Leon 63
Topic Sentences：
living things can live in Antarctica.（what）
whale feeds on small fish.（what）
sperm whale feeds on squid.（difference）
Discuion：
whales are in ’s your opinion about it?
sea is being should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text this text, the design is not easy to write the topic sentences on the blackboard in order to tell the students that this is of the importance in this discuion is of the want to make the design inductive, instructive and artistic.
Task 1 Individual asking and answering
Now, I’ll ask some of you to read these words one by one. Who want to have a try? Lucy, can you read this word please?(carrot)Sorry,it’snotcarrot,butcarrot,readafterme, carrot, try it again, this time is better. Sit down, please. And Tom? One carrot, two? Carrots, perfect. And two potatoes! I’m so proud of you. Sit down, please. We can also say some carrots, some potatoes, some tomatoes. Next one, Mary, this line, we say some? Fish, meat, rice. Right? You learnt it very well.
Task 2 Right hand or left hand
In order to help you be familiar with and remember these words, let’s play a game ‘right hand or left hand’, now I’ll divide you into two groups, this way is group 1, and this way is group 2. Let’s see which group will do better. Now, listen carefully, you canaskme“Whatwouldyoulike,please?”ThenIsaytheanswer. For example, I’d like 3 carrots. The answer iis right, you put up your right hands. But I say I’d like some fishes, this is wrong, you put up your left hands. Understand? Yeah, let’s go! Group 1, please ask me “What would you like?” I’d like some tomatoes, yeah, right hand. 1 point for you. Continue, what would you like? I’d like some meats. Left hand. Very good. I should say some ’ say some rice. 3 points for you. Now, group2. What would you like? I like some fishes. Left or right? Yeah, left. Why, some fish. Good. Next. I’d like some potatos. Right? I say potatos. So this time no point. Continue, what would you like? I’d like some tomatoes. Right. Good. 2 points for you.
幼儿园教案试讲
一、试讲者的形象准备：
1、着装；2、姿态3、礼仪（鞠躬和站位）；4、语言
二、明确有关试讲的七个问题
1、明确试讲和说课的区别：
（1）目的不同：试讲是幼儿会学；说课是听者能懂。
（2）内容不同：试讲教什么？怎么教？；说课为什么这样教？。
（3）对象不同：试讲的对象是幼儿；说课的对象是同行或者领导。
（4）形式不同：试讲展示的是师幼互动；说课是解说、独白。
2、试讲的含义：
试讲是对面试者的口语、形体语言、活动的.组织形式、教学思想、技能和基本功（弹唱、讲故事等）的全面展示。
3、试讲形式：
（1）真实课堂（有生试讲）：有幼儿和评委的场所，面试者要做到：能调控、善应变；过程全、逻辑情；一课时、控节奏。
（2）模拟课堂（没有幼儿）：无幼儿有评委，面试者要做到各个环节的时间把控；知识点的教学；要把幼儿活动演示出来，注意眼神和语气的运用，有现场感；注意环境是理想的，如果没有教具，假设它是存在的，把它演示出来。
4、特征：
（1）实践性。
（2）完整性（开始部分，基本部分、结束部分）。
（3）虚拟性（演出来）。
（4）预设性（目标、过程的准备）。提示：没有相关实践的人，要多看一些实践性的视频。
5、误区：
（1）目标泛化（吧目标说清楚，要有操作性）；
（2）无可操作的设计（和说课一样描述性）；
（3）忽视师生双边活动；把握不好教学时间。
6、注意事项：
（1）讲课要有激情；
（2）多媒体（简笔画）（黑板）等材料的使用；
（3）试讲中有提问，有停顿，有回答，有反馈；
（4）能体现幼儿的活动（游戏、讨论、操作），要作出指导和观察的样子；
（5）尽快切入重点（开始部分不宜过长）；表情动作要自然。
7、了解幼儿园五大领域教学的特点，具备教学技能和备课方法。
三、试讲抽到题目后的准备工作：
1、教学准备：
（1）熟知教案，通过对教案的理解、对教案进行完善和调整。
（2）教具设计要新颖，对教学有一定的帮助。
（3）教师要切身融入到教学活动中。
（4）为幼儿提供了与教育目标相一致的教学环境
2、教学设计：
（1）目标明确、结构合理新颖。
（2）突出重点难点，大胆探索敢于创新。
3、教学组织
（1）情绪要饱满，积极向上。
（2）教师教态具有亲和力，语言的表达要儿童化，肢体语言形象生动。
（3）要有对课堂的组织能力和对幼儿的驾驭能力。
4、教学指导
（1）讲解大方自然，声音洪亮清晰明了。
（2）示范科学规范，做示范的位置和角度让幼儿一目了然。
5、活动效果
（1）能够激发幼儿的活动兴趣。
（2）教学过程生动有趣，适合幼儿的年龄特点。
（3）有适合的活动延伸。
（4）教师能够巧妙的应付教学活动中的突发事件。
Good morning, ladies and gentlemen,
Im ChengXiaXia. Its my great honor to have a self-introduction here. Im a postgraduate from HuNan Agricultural University.
First of all, Id like to talk about my experience. Being an excellent English teacher is my dream. I used to work in the lion king education group as an English teacher. I was glad that I benefited a lot from it. The most important thing is that I learned a new way about how to be a good teacher: just think in the way of students, if I were the students, can I make a better understanding of what I say? After I left this company, I kept on teaching middle school students in another training school. (Under the pressure of examination, they do suffer a lot in their own school. But in my teaching ideology, only help students set their goals and know what they want to be, can they be willing to work hard and overcome difficulties, which will improve their study. Then the confidence is built naturally. They become more willing to study. That is a virtuous circle. )
The second one I want to share is my hobby. Wow, I got lots of hobbies. I like sports a lot. 400-meter run is my speciality in college, as my legs are long enough to run. In my spare time, Im a fan of billiards, too. Its interesting and gentle. I have a lot of fun with my lovely friends. Besides, I keep on studying everyday, as Steve Jobs once said: Stay foolish, stay hungry. Ive always wished that for myself.
Last, I want to say, only you really love something then you will put yourself completely into it and try your best to achieve. I believe I am suitable for this job. I love it, so I can do it well. Mast Education is such an excellent and respectable company and I dream of working here. Thats why I come here to apply for this job. Thank you very much!
一过去，一为副校长便在众人面前大大地谈了一番马斯特的'薪资待遇，我顿时想，是不是进了什么黑点啊，一来就讲money.讲完，直接让我么去笔试，还好笔试有惊无险，顺利通过，他这里居然还请我们吃中餐，煞是意外，当然，盒饭。下午就是英文自我介绍和试讲。我晕，面试的就是两位小姑娘，也没怎么听，就是让人讲题目，挑了两道高考英语试题来让你讲。我可是无比的郁闷啊，虽然深知马斯特乃是应试教育为主，但仍让我在讲解的过程中模模糊糊，不甚清楚。后来自告奋勇要求讲初中英语，亦是效果了了。想来这次面试估计石沉大海咯。
Wow, this is a very big shop. So At the shop(写题目) the salesman says “Welcome to the shop!” Now, let’s go to buy some vegetables. （开始画）I want to buy it. What’s it? Yeah, how to say it in English. It’s a carrot. Read after me, yeah,/æ/, good. Next, what’sthis? In KFC, many of you likes eatingchips, so you know it’s a potato, read after me, potato. I can make potato chips with you like potato chips?Yeah,I also like eating it. And we usually eat potato chips with what? Please tell me. Yeah, it is a tomato. Read after me, tomato, tomato. Next, I want to . （开始画）fish,fish./ʃ/lookatme. And,thensomemeat.（开始画）meat, some rice. Now read after me again, carrot, carrot, potato, potato, tomato, tomato. But look at my basket, I buy 2 carrots, 2 potatoes, 2 tomatoes. We can count them, right? Good. Please look at here and remember it, we plus “s” at the end of carrot, and plus “es” at the end of “potato” and “tomato”. They are different..’t countfish, So clever. Now please listen carefully. You can ask me “What would you like, Sophia?” I can answer” I’d like some …, please.” (写黑板)
特岗教师招聘考试，面试试讲中，很多老师都在纠结一个问题，那就是要不要板书。中公专家建议考生试讲时最好设计板书，课堂板书，既是科学，又是艺术，称它为科学，指的是它要将课文内容系统化、条理化、形象化，有助于突出教学重点，突破教学难点。说它是艺术，指的是它能综合运用文字、图画、线条、色彩等手段，强化表现力，让学生的思想情操、审美观点受到感染和熏陶。
精湛的板书，不是文字与线条的简单结合，而是教材中的重要内容通过教师有目的的构思按一定规则画出的图形。
精湛的板书，是老师心血的结晶，它要求教师必须根据教材特点，讲究艺术构思，做到形式多样化、内容系列化、表达情景化，同时它要求教师根据教学实际，遵循板书的基本原则，具有明确的目的性、鲜明的针对性、高度的概括性、周密的计划性、适当的灵活性、布局的美观性、内容的科学性、形式的直观性。这样，才能给学生以清晰、顺畅、整洁、明快的感受。要显示这些特点，还必须做到∶
内容美——准确无误，内容精当;从整体上看，线索分明，重点突出，这样的内容显得很甜美。
形式美——布局合理，排列有序，条理清楚，具有立体美、对称美、奇异美、多样美、和谐美和造型美。
书法美——字迹工整，一丝不苟合乎规范，美观大方，使学生受到美的陶冶。
结构美——板书结构一求匀称，二求精巧。匀称可能很精巧，精巧却不一定匀称。可以说，结构美就体现在任何一则板书上。
高一英语写作课教案
一、课题（Topic）:看图书面表达（Writing A Story）
二、学科（Subject）：英语
三、课时（Academic Hour）：1课时
四、任课教师（Teacher）：欧阳纯
五、时间（Date）：20_年7月16日
六、教学目标（Teaching Aim）：
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