我要参加暑期培训机构当小学英语老师，可是要求进行五分钟的试讲，在这五分钟我应该讲什么合适，帮帮忙

其实很简单，就是一个教学小片断而已，除非培训机构指定内容给你，否则你可以说一个单词、一个句子或一个句型的教学都行！不过如果你没有教学经验的话，要有充分的准备，还要有足够的信心，不要怯场！如果你是一位英语教师，你一定行的！

英语教师试讲培训_英语培训老师试讲范例

英语教师试讲培训_英语培训老师试讲范例

准备一篇课文，模拟上课的意思。

初中英语面试写作课试讲

初中英语老师是如何设计出写作课的教案，顺利完成 面试 试讲的呢?下面是我给大家整理的初中英语面试写作课试讲，供大家参阅!

初中英语面试写作课试讲

新课程标准指出，在写作课中，学生所需要学的基本技能有激活相关信息;整理思路;组织素材;列出提纲;起草短文;组织语言;修改短文;正确使用标点符号和字母大小写。这些技能我们并不需要每一节课都面面俱到，选择三到五种即可。我们的教学过程要达到课程标准的要求才是一节好的课堂。

根据新课程标准的指导， 英语写作 课的基本教学过程是：

(一) 热身和导入Warming-up and Lead in

(二) 写前Pre-writing

写作前，一般应激活学生的写作动机。可以利用近生活、热门话题、关注焦点等，逐步把学生的兴趣到写作话题上。然后可以开展头脑风暴(brainstorming)让学生就写作话题的背景知识等进行词语、语句、 文章 结构等随意表达，激活学生已有的知识和能力。也可以通过阅读 范文 获取有效信息为正式写作积累语言素材和形成写作框架(outlining)。

(三) 写中 While-writing

写中，这一步骤包含一个主要活动：初稿( drafting)。 在此过程中,老师可以将写作的具体要求以及注意事项呈现在ppt或者是黑板上。同时老师应注意巡视，并加以指导。

参考案例 Example

写作初稿 Drafting

T: Just now we he 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) 写后 Post-writing

写后，这一步骤是要让学生进行修改( editing)及 作文 展读分享、修改润色文( revising)。在学生完成初稿( drafting)后，老师可以安排学生小组( peer editing)或者个人( self editing)对作文进行修正，注意行文的逻辑结构、 语法、 单词的拼写、 连词的使用和标点符号等。 老师要给予作文适当的点评( evaluating/comment)和反馈，一定要指出学生作品的优缺点，可以让其他人明确可借鉴之处以及不可取之处，可以以实物投影有代表的性的文章(、良好、及格、较)的文章，师生共同修改、润色或让学生根据老师和同学的点评对自己的。

(五) 小结&作业 Summary & Homework

1.小结：师生英文对话的方式结束本节。(Ask students to think about what we he learned today. And then make a summary.)

2.作业：Homework:

①改写作业

T: Today’s homework is “Go on to revise the writing according the evaluations and hand in next class.”

②创作型的作业

T: Write an e-mail to a friend and l him today’s nts.

③复述

T: Rel your passage to your parents and ask them to guess which friend you described in your passage.

④搜集信息

T: After class, you should research more rmation about the sports meeting of ancient on the Internet.

以上是英语写作课的基本教学过程，以及每个环节可以设置的活动，各位考生可以根据所抽取的题目以及个人的习惯，选取适合的活动来充实写作课的教学设计，并且在考前不断的进行模拟练习，在面试试讲抽到写作课的时候才能做到胸有成竹，拿到。

初中英语英语试讲教案

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 pract 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 pract 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 pract 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 pract 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 as needed.

4. Correct the work.

2b. This activity provides listening pract 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 pract 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 he Ss fill in the chart.

3. Check the answers.

2d. This activity provides guided oral pract 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 all groups. Appoint a leader. Make sure ryone 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 pract .

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 pract.

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 sral students to perform their conversations for the class.

4. This activity provides listening, speaking, reading and writing pract

1. Explain the procedure.

2. Play the .

Section B

1.This activity provides reading pract

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 pract.

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 he any brothers and sister? 3 /Does she speak English?)

2b. This activity provides listening and writing pract.

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 pract

1. Ask each student to work with a partner. Ask and answer

2. Pract 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 pract.

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 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 pract.

1. Call attention to the letter from Tom King.

2. Point out the blanks in the letter. Ask them to find the rmation 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 pract.

Ask Ss to make their own rmation card and then write an email about themselves. Tell them to use 3b as an example.

英语教师面试试讲讲课稿详细

英语教师面试试讲讲课稿(阅读) (阅读课是教师面试容易考到的题目，下面的讲课过程仅供大家参考，我自己 总结 的，写得比较详细，希望可以帮到大家。我讲的是无生试讲，也就是自己跟空气互动，说真的，就像是自己在自编自导自演一样，在讲台上唱戏，哈哈。我自己以面试名考上的呢，也祝愿你们顺利通过面试。)

I. Lead in: (1 min) free talk/pictures/videos

Now class begins. Good morning, boys and girls. How are you today?(指向自己的动作)I’m fine too, thank you, sit down please. This class, we are going to learn a new unit toger. Before class, I’ll divide you into four groups. This is boy’s group,this is your tree(用树代表男女生组，分两组其实足够了，以免浪费时间，用苹果树做加分标志不会显得太单调)...If you can answer my question correctly and actively, you can get an apple,OK?

(如果一时紧张忘了说什么，可以问一下学生So, what’s the title? 让学生读出来，老师再教读一遍。)

II. Pre-reading: (2mins)

1) Brainstorm

So,now. Who can l me, when we think about (阅读的主题), we usually think of what? (此时画个示意图在黑板上，也就是思维发散图，中间画个圆圈写主题，四周写学生想到的与主题相关的东西)

2) Prediction

With the of the title(and the picture), could you please l 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 he only 2 mins. Read it quickly and find the main idea of this passage , and what’s the main idea of each paragraph ,OK?(此时check学生的完成情况，说些鼓励的话，如Yes, you are right. You are very clr. Oh, you are progress. 记住，与空气互动，不要与考官互动，因为那是大忌)

Time is up, so, who can l me. 抽问两个学生，积极鼓励，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 I ge you before.OK?Remember when yoead 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. He you finished? Let’s check answers toger.

(如果时间不够，建议只问两个问题就可以了，可以是教材上的问题，可以自己想的问题，一般会问What; Who; When; Where; Why; How这几大类。如果实在不知道就自己挑个很简单的也无所谓，考生很多，没有考官那么仔细听你讲。)

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? (装下去转一圈，与学生交流，然后回讲台自己写两个 短语 或句型)Just now, two of our cte write soming on the blackboard, let’s see toger. ( 讲解短语，可以夹杂一点中文。当然，挑自己会的讲，简单的讲，我当时讲得很简单，估计还是学生以前就学过的呢，你只要装作是新知识就行。)

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 he 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/rel

Here is a dialogue based on the passage.Now, you work in groups and discuss about the dialogue, and pract 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. (点头赞许过程) 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.( 让学生评价学生，新课程理念) V. Summary & Home work (1 min)

We he done a lot of things today. Who would like to give a summary of this class? Yes,Lily please. Yes,firstly, we he 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 rmation about…next time, some of you will share your rmation with the whole class,OK? (作业不要让抄单词什么的，是开放性的作业，做调查，问卷或者小手工什么的)

OK, so much for today. See you!

去培训班面试小学英语老师，请问怎么讲课？有20分钟的试讲时间。谢谢！

首先选择一个topic，比如weather。与此相关的单词有sunny,cloudy,windy,rainy。。等。你需要一个热身，把老师和应聘者当学生，教唱一首歌导入，活跃气氛。再自然引入话题，结合、动作等，由简入深，从单词到句子练。后一个游戏巩固，再布置Homework 。还有自信和亲切感也很重要哦

首先是warm up

然后倒入所学单词，单词。

然后设置一些游戏来巩固单词。

后教一首好听的英语儿歌。活跃气氛。

明天去培训机构面试初中英语教师，要求试讲1道单选题，不知道该怎样讲才能过关

你好！

选择一道有很多知识点的题目【好讲】

1.说题目和选项

2.用代入法把错误的选项剔除，并讲一讲他们为什么不正确。

3.把正确的选项里的知识点重点讲一讲

希望能帮到你！

2017英语教师资格面试“试讲”必备技巧

2017年教师资格面试即将拉开序幕，试讲在教师资格面试考试中是不可或缺的重要部分特为考生准备了英语教师资格面试“试讲”必备技巧，希望考生能够全面掌握，突破面试!

面试试讲作为教师资格考试的后一个环节至关重要，它决定着我们是否能够顺利拿到步入教师行列的敲门砖——，所以如何在面试中取得高分突出亮点尤为重要。英语学科10分钟试讲主要包括四个部分：新课导入、新课的讲授与呈现、巩固拓展和小结作业。这四个部分环环相扣，只有安排合理得当，做到 “凤头—猪肚—豹尾”，试讲才可脱颖而出。我们可以从以下几个方面来讲。

一、新颖生动的开场

所谓“凤头”即新颖靓丽、直击主题的导入，它能从一开始就吸引住考官的眼球，取得良好的印象。考生们需要开动脑筋，尽量避免比较通俗的导入方法，比如复习式，应多利用先进的教学设施展开设置情境式热门方法，例如用音乐、儿歌等方法引入新课，同时也可模仿利用多媒体展示出多彩的内容进行新课的导入。

二、充实丰富的内容

“猪肚”则是面试当中占用时间长的部分—新课的讲授与巩固拓展，要做到充实丰富。首先，考生需要明确考题要求，在试讲过程中不可遗漏任何知识点。其次，注意联系生活，将枯燥乏味的知识内容生动的呈现在学生面前，比如在讲解高中有关于英语语言的阅读课，可以讲一讲世界上的其他语言，或者听一听优美的英文诗歌，让同学们真实的感受英语等等。后，在巩固拓展部分考生一定要利用自己的优势，选择适合自己的方法，带学生跳出课本，真正的运用本节课所学的知识内容进行巩固与拓展，例如小学词汇课授之后，可以将词汇编成chant带学生们练习，既巩固了新知，又活跃了气氛，更给考官展示出自己的才能。

三、有意义性的结尾

在所有知识内容讲解完毕后，考生要记住总结本课的内容并留作业，虽然此环节只占一分钟左右，但要注意作业切不可老套繁冗，尽量联系下节课的知识内容或多让学生动手动脑应用新知，比如上网搜集的任务、画图等作业，要让试讲的后变成“豹尾”，而不是狗尾续貂，这样一堂课才能够前后呼应，达到余音绕梁的效果。

四、精心明确的设计

做到了“凤头—猪肚—豹尾”，我们还要在细节上注意，让考官更加注意到我们的用心，这就是板书设计。板书设计一定要注意针对性、高度的概括性以及逻辑性，小学生的课堂则更加注意趣味性，所以考生要把握课题内容，在备课时有个整体的构思。

五、流利清晰地表达

后，英语面试试讲毋庸置疑需要全英进行，流利清晰、大方自然的表达则是对英语考生基本的要求，能有起有伏地讲，有一口标准的口语是能博得考官欣赏的技巧之一，考生须在考试前多进行朗读训练，从而能更快地进行英语试讲的练习。

英语教资试讲技巧 小学英语教师试讲技巧

1、充分准备

要提前做好充分的准备。备好课、准备好教案,并以此基础上准备好说课稿

对自己所讲述的内容有一个系统、清晰的思路。分析好教材,弄清楚教师如何教、学生如何学以及为什么这样教。有了充分的准备,把你讲话和讲授的实际水平表现出来就可以了。

2、重点把握

具体应该做好以下几个方面:

简洁明了的介绍自己,突出优势、忽略劣势。多用时30秒。

用一个通俗、生动的例子来导入课堂,让学生、听课者全部参与其中,激发其兴趣及积极性(举例一定要得体、得当)。

课堂教学要简略,突出重点,解决难点。整个过程让学生充分参与其中,突出学生的主体作用,教师穿针引线,做好设计与指挥工作。

有所创新的教学,教学过程中有什么好的方法一点要充分展示。

3、试讲技巧

就是这个专业比较有经验的教师、教务处的人及系部主任参加,稍有经验的老师,你讲十几分钟以后,不管发挥得如何,就已经给你定论了,这几乎和你讲的内容和讲的好坏没什么大关系,是否具备教师素质,包括口才、逻辑、仪态,一眼就能看出来,一会就能听出来,至于留下什么好印象之类的问题根本不存在,不管准备得怎么样,大家的判断都是你本质的东西,不会因此而改变。所一定要大胆,一定要大方,一定要沉着有度,思路清楚地表述自己的讲课就可以了。