小学英语面试试讲.docx
《小学英语面试试讲.docx》由会员分享，可在线阅读，更多相关《小学英语面试试讲.docx（24页珍藏版）》请在冰点文库上搜索。
小学英语面试试讲
一、教材准备
以招考简章为准，清楚用的是哪一版本，滨州市直用现行初中教材，博兴用现行初二教材。
但有的地方不让自己带教材，给你发材料，只准许带设计的课题提纲进入面试室。
二、面试技巧
进入面试室，鞠躬，报一些基本信息：
Goodmorning/afternoon,ladiesandgentlemen.I'mnumber...Mytopicis...
然后上讲台，开始讲课
讲课完成，说Myclassisover.Thankyou!
鞠躬，离开
三、课程设计
遵循“导入——听力——练习——总结——作业”的思路（以SectionA为例）
1.Classbegins.Goodmorning,class.Sitdown,please.
2.导入
导入方式多种多样,可以唱歌、画简笔画等，这些都是加分的项
一首“Themorewegettogether”把八上Unit6I'mmoreoutgoingthanmysister.导了出来
我导八上Unit8Howwasyourschooltrip?
时用到了简笔画，我看过这节课的视频，但它是用课件展示的，我只是把图片换成了我画的比较熟的简笔画而已
另外，还有一种导入方式我还不是太会用，可能讲不好，大家探讨一下（以八下Unit6Howlonghaveyoubeencollectingshells?
为例,这一单元主要谈爱好）
导入时，切合自身基本信息导入很实用：
1987（出生）
172（身高）65（体重）
readingswimming（爱好）
在黑板上写下以上一些基本信息，分三行写，让同学们猜，导入到爱好上
最好不要以自己学英语多少年为例，评委不会感兴趣的
在导入环节，要注意与学生之间的交流，比如说（还是上面的例子），同学们在猜的过程中，如果没猜对，可以说Sorry./Notexactly./Quitenear.不要说No.
导入后，板书课题，像八上Unit2What'sthematter?
，说Today,we'lltakeup"Unit2What'sthematter?
"一口气说完，快速写完（不要说一个单词写一个）之后，是可以领同学们读一遍的。
3.说完了自己的情况，就要问同学们的情况了，反正没有学生，自己说啥就是啥（以七下Unit10Wheredidyougoonvacation?
为例）
下去，模拟叫起一个学生（假如是个男生），说：
You,please.Wheredidyougoonvacation?
Oh,Hangzhou.AnddidyougototheWestLake？
引导学生回答Yes./No.，还要有适时的交流（e.g.IthinktheWestLakeisbeautiful.Doyouthinkso?
）
评价语不要少.Excellent./Wonderful./Whatacleverboy./Welldone./You'vedoneagoodjob.尽量不要用fantastic，评价语很重要，整堂课都要用到
这时候呢，我们做一个人称转换练习（重要），并板书重点句型，可以放在黑板的中间位置
说Class,wheredidhegoonvacation?
DidhegototheWestLake?
引导同学们说出答案，一边问一边板书如下：
good morning, my dear judges. i am no.28. i’m glad to interpret my teaching design here. the teaching content is part a read and write，unit 2 of pep primary english, grade 5. the topic of this unit is my favorite season. now, i will explain the lesson from the following aspects. 1. firstly, let’s focus on the analysis of the teaching content.
the lesson is a new period of section a .it includes 2 parts:
a passage and three related questions. in part 1,it is a converation ,and there are two persons talking about the season they like.in part 2,there are 3 questions,it mainly ask students to answer them after learning the passage
carefully,and it can help the students review the knowledge of this lesson. 2. secondly, it is about the students.
our students are in grade 5. they are active, curious, and interested in new things. and they have already mastered some basic english
background knowledge after learning english for several years. so the providing them the chances of using languages. 3.thirdly, i set the following aims.
good morning!
your honored judgers. i’m contestant no.__. today is my great my honor to be here to present my teaching ideas with all of you. my topic is part__ of unit_ from pep premary english book__. now i’ll explain my lesson from the following aspects:
ananlysis of the teaching content, ananlysis of the teaching students, teaching aims and demands, teaching method, teaching aids, teaching procedure and blackboard design.
firstly, let’s focus on the analysis of the teaching content. this lesson is the __ period of this unit. it mainly includes __ parts. in section one, it mainly deals with____; in section___, it mainly deals with___. secondly, let’s talk about the ss. our ss are in grade __. they have learnt english for __ years. they have got some basic knowledge about english. what’s more, they have learnt______ in previous lesson. i think it’s not very difficult for them to mast the language of this lesson.
thirdly, it’s about the teaching aims and demands. aims on language knowledge, by the end of this lesson the ss will be able to__________; aims on language ability, it’s to improve the ss abilities of listening, writing and speaking; aims on emotion, it’s to foster the ss good conciousness of good cooperation. i think the key point of this lesson is______. and the difficult point of this lesson is _______
Speaking模板讲稿
（此模板共设计三个活动：
Discussion, Role play, Interview） Step 1:
Leading in:
Discussion.
T:
Hi, boys and girls. We are now ____________________________________. But have you ever thought what _____________________________________?
Oh, yes, they are ___________________________________________________. No one exactly knows what were ________________________, what kind of ___________________________________, and what _________________________________.
Anyway, we can imagine!
So now, let’s divide into groups of four and, with the help of your imagination, discuss what_______________________, what _______________________________________were like, and what _______________________________. Then I’ll ask some of you to report the results to the whole class.（Pause,下去转转，然后回来）
T:
Time is up. Which pair would like you have a try?
Lily, your group please.
T:
Very good. Thank you. Sit down, please. I will ask another two students. Any volunteers?
Tom, your group please. Very good. Thank you. Sit down, please. Step 2:
Role play
T:
OK!
Now, please look at the SPEAKING part. You should read it with your partner, then, do the roles play. （Pause,下去转转，然后回来，把下面材料的1和2抄到黑板上）
（此部分为试讲题目提供的材料）:
1. __________________________?
__________________________ 2. __________________________?
__________________________ 3. __________________________?
__________________________ 4. __________________________?
__________________________
T:
OK, time is up. In our daily life, we often __________ when we can’t __________. On the other hand, we often ________________if they come to us _________. How can we _________________ in English?
Let’s look at the blackboard. There are several sentences about ___________, please read them. Follow me.
T:
Make sure you can use these sentences when you are ______________. Who can give us a dialogue?
Anyone volunteers?
T:
Susan, your group please, you can choose one of the situation in speaking part. T:
Excellent. Sit down, please.
Step 3:
Interview
T:
We are going to have an interview. You are a ______ and your partner is _______ .Now give a chat
with your partner. I’ll give you several minutes to prepare. （Pause,下去转转，然后回来） T:
Time is up. Which pair would like to have a try?
Linda, your group please. （Pause） Q. What skills do you think young people need to succeed in life?
A. Set Goals, plan for success, and believe in themselves.
Q. In this high-tech world, what’s the most important aspect of education?
A. A well-rounded education with a broad view of the world. Q. Who was the biggest influence in your life?
Why?
A. My parents, Sir Edmund Hillary
Q. What’s the toughest part of your job?
A. Finding time to do all that I want.
Q. When you were a teenager, what place in the world did you most want to visit, and have you traveled
there yet?
Was it as wonderful as you thought it would be?
Why or why not?
A. The magnetic North Pole was my dream. I am the first woman to walk there alone without support. I
wrote a best selling book about my journey with my polar bear dog Charlie who saved my life from polar bears. When I finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears I had a tremendous feeling of achievement. I didn’t matter that I was first. It mattered that I had a goal, a plan and therefore I stood at the Pole.
T:
Very good. Thank you. Sit down, please. I will ask another two students. Any volunteers?
Lily, your group please.
Module10 Unit1 It’s on your desk. 一、 课前分析
小学英语的学习是一个循序渐进、承上启下的过程。
本课作为一个新授课，我认为教学环节应该是：
1、热身活动；2、新课导入；3、提出任务；4、学习新知；5、完成任务6、学习补充；7、家庭作业。
二、 教学内容分析
本模块是《新标准英语》三年级起点第二册Module10 Unit1。
本模块以position即方位为话题，Unit1呈现了Daming通过阅读朋友留下的字条寻找自己的生日礼物的场景。
Unit2呈现了Daming一年四季的主要活动及一首歌曲、字母Xx、Yy、Zz。
本模块预计三课时完成，本课是第一课时。
本单元的语言功能是描述物品所在的地点及介词in、on、under的使用。
由于It’s 引导的陈述句学生在第一册已经感知，因此，我对教材做了处理：
先教授描述物品地点的陈述句，再回到课文所创设的场景，最后联系生活实际。
学生先能够询问和回答，而后运用于生活，这样处理比较符合学生的认知特点和语言规律，在学习目标的难易上也有一个梯度。
三、 教学对象分析
三年级的学生活泼好动，乐于参与活动、游戏及表演，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。
三年级的学生求胜心理较强，小组活动中，为取得好成绩，部分小组长会安排学困生完成简单的手工活动，而剥夺他们开口讲、动手写的机会，教师要加以指导：
或言语鼓励、或对学困生担当重要角色的小组给以较高的评价等，引导学生真正做到互帮互助。
四、 教学目标分析
根据《小学英语新课程标准》，三年级要达到一级教学目标：
（1）能听懂简单指令做动作。
（2）能模仿录音，与人进行简单的交流；（3）能说、唱英语歌谣，并进行角色扮演；（4）能看图识字，正确书写字母、单词。
（5）每学年视听时间不少于10小时。
对照这些目标，结合本课教材，本单元的教学目标和学习目标为：
（一）知识目标：
（1）听：
能听懂关于描述位置的介词和句子：
in, on, under, It’s
in the box. It’s on your desk. It’s under the chair.
（2）说：
能够使用关于描述位置的介词和句子：
in, on, under, It’s in the box. It’s on your desk. It’s under the chair. （3）读：
能够在图片的提示下，在语句中认读单词：
in, on, under, box, bedroom及描述物品位置的句子：
in the box. It’s on your desk. It’s under the chair.
（4）写：
能够正确抄写描述位置的介词：
in, on, under 二）技能目标：
（1）掌握描述物品所在位置的句子，并能在实际学习生活活中
运用、交流、讨论。
（2）培养学生听说读画猜的能力和综合运用英语的能力。
（三）情感目标：
（1）培养学生对所学的话题感兴趣，乐于参与讨论。
（2）在活动中培养学生的合作精神和自评、互评意识。
（3）教育学生不乱丢东西，学会整理好自己的物品。
（四）文化意识：
了解中西方小朋友过生日的不同习俗。
（五）教学重点：
（1）能掌握、运用介词in, on, under
（2）能掌握功能句来描述物品的位置：
It’s in the box. It’s on
your desk. It’s under the chair.
（六）教学难点：
（1）介词under的读音
（2）描述具体物品的位置。
The panda is in the hat. 五、教法、学法分析：
教法：
整堂课围绕“学生为主体，教师为主导”的教学理念，通过简笔画、CAI辅助教学，创设一系列情景，让学生在具体的情景中学习新单词、新句型，然后再运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。
具体采用以下几种方法：
1、情景教学法；2、全身反应法（TPR）；3、任务型教学法；4、交际法；5、游戏法；6、多媒体教学法。
学法：
1、使学生认识到预习的重要性，学会利用现有资料；2、充分利用已学的知识利用学习正迁移作用，为本课的学习做铺垫；3、在会话教学中鼓励学生大声说，说清楚并配以丰富的表情和适当的手势，采用委婉有礼貌的语调，有感情，有条理的说，培养学生口头表达能力。
六、教学准备：
磁带、文具数样、图片数张、VCD、 CAI 师了解学生原有的知识能力经验 七、板书设计
Module10 position word cards Unit1 It’s on your desk.
In on under
八、
教学过程图例
1、warm up
--------
-------
1）greeting2）sing a song
3）free talk ○
Alisten ○B do the exercise. 2、New lesson
1） Talk about the task.
2）Learn the new words. ○
A Learn on , under ○
B say and do the action ○
CLook and draw 3） Play the games ○
A Look and say
九、 教学程序 教学环节
教师活动 学生活动 设计意图
时间安排
Warm up 1、 Gree
升级会员 