小學(xué)英語試講全英模板？篇一:小學(xué)英語教案萬能模板 教學(xué)重點: Let’s learn部分的單詞:flying, walking, running, jumping, swimming. 在情景中使用對話中的句子,并能恰當(dāng)?shù)奶鎿Q句中的單詞。 聽、說、讀、那么，小學(xué)英語試講全英模板？一起來了解一下吧。
小學(xué)英語全英文試講
熱身（導(dǎo)入）warming up (leading in) 1－2分鐘
熱身的目的是讓學(xué)生快速的從課下的漢語環(huán)境中進(jìn)入到英語課堂上的英語環(huán)境，一般情況下熱身我們可以使用英文歌曲或者韻律操等方式進(jìn)行，快速抓住學(xué)生注意力。而導(dǎo)入的目的則是激發(fā)學(xué)生學(xué)習(xí)興趣，且將話題導(dǎo)入到本節(jié)課所學(xué)的主題上來，達(dá)到“課未始，興已濃”的效果。小學(xué)英語課堂對熱身和導(dǎo)入沒有硬性要求，有其一或者兩者皆有均可。由于考試試講時間只有10分鐘，因此，這部分建議1-2分鐘，快速切入主題即可。
新授presentation 3分鐘
新授這部分主要是教授本節(jié)課的重點知識及技能等，是一節(jié)課的重心，因此，這個部分所占時間較長，應(yīng)占3分鐘左右。小學(xué)英語一般以聽說課為主，而聽說課的主要內(nèi)容則是重點的句型和單詞及其用法，因此在新授部分我們重點教授單詞和句型。由于小學(xué)英語課堂最重要的方面是吸引學(xué)生學(xué)習(xí)英語的興趣，因此在新授過程中我們需要采取一些活動來吸引學(xué)生的興趣，在這里，我們可以使用圖片新授，TPR新授，情境帶入新授等方式進(jìn)行重點知識的教學(xué)。
練習(xí)practice 2分鐘左右
新授完之后，下一個部分就是對剛剛所學(xué)的知識進(jìn)行練習(xí)的部分了。在練習(xí)部分，教師所要做的是組織生動活潑的課堂活動或者課堂小游戲等讓學(xué)生對本節(jié)課所學(xué)知識進(jìn)行操練，達(dá)到感知理解的目的。
小學(xué)英語語音課試講模板
小學(xué)英語全英說課稿模板
導(dǎo)語：激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的'興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，下面是我給大家整理的小學(xué)英語全英說課稿模板，希望能給你帶來幫助!
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…
It’s They’re…
There’s no …in on ear…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …inon ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
;小學(xué)英語詞匯課試講模板
小學(xué)英語面試試講教案萬能模板《Traffic lights》
Traffic lights teaching plan
Teaching Aims:
Knowledge aim: Students will know the way of pronouncing d, p, t and know the safe way to cross the road.
Ability aim: Through different activities, students will read the chant fluently and vividly, their speaking ability can be improved.
Emotional aim: After this lesson, students will form good habit to cross road and have safety consciousness.
Teaching Key Points:
Students will learn how to cross the road safely and read the chant correctly.
Teaching Difficult Points:
To help students feel the plosive and they can read the chant vividly.
Teaching Procedures:
Step 1 Warming-up
1. Do a chant together.
Red is color for the tomato
Yellow is color for the banana
2. Ask students to find different colors in their life.
(Flower, table, skirt, shopping mall, traffic light …)
Step 2 Presentation
1. Listen to the tape and students need to answer “What is it about?”
Teacher should give them more knowledge about how to keep ourselves safe in our life.
2. Invite three students to read this chant and make a comparison to find the difference between their readings.
3. Make a summary about how to read “d, p, t” in a sentence. And the teacher should read at least two times for students to make sure that students can understand it.
Step 3 Practice
Listen to the tape again and students read the chant in teams in 3 minutes, and then they will make a competition, the winner will get small gifts (post card, book marks and so on) from the teacher.
Step 4 Production
1. Give students 2 minutes; they need to collect some words which contain d, p or t with their desk mates (dog, food, feet…).
2. Brainstorm (2 minutes).
Which kinds of habits can help us avoid being injured in our life?
Teacher should give them a guidance and summary about the way to protect themselves in their life.
Step 5 Summary and homework
Read the chant together, and ask them to make a small dance for it, we will perform it next class, students also need to sing this chant to their parents.
Blackboard Design:
Teaching Reflection:
小學(xué)英語試講6種課型
出題方向
1. 小學(xué)：單詞、句型、語法等。
2. 初中：單詞、句型、語法(初一、初二上按照小學(xué)的方法來講，初二下、初三按照高中的方法來講)。
3. 高中：文章整體的分析，單詞、句型、語法的知識點講解。
英語教師資格證面試試講模板
1. 進(jìn)門先打招呼
Good morning/afternoon, ladies and gentlemen, I'm No. X. I interview English teacher of primary school. Today my topic is XXX. Now I'm ready, May I begin?
2. 開場
Hello, boys and girls, welcome to my( 你的英文名如 Amy's) class.
然后打招呼：How are you today?/How is everything going?
3. 分組
建議分兩組進(jìn)行 PK(亮點設(shè)計環(huán)節(jié))OK, (before) the class, I'll divide you into two groups, from here( 動作 ), you're group A( 或者起個有意思的名字 ), you're group B. ( 說明游戲規(guī)則 ) If you answer my questions quickly and correctly, I will give you 1 point. Let's see who is the winner today? Are you clear? OK, (說明完游戲規(guī)則開始進(jìn)入正式上課)——小學(xué)、初中使用是亮點，高中不建議使用。
小學(xué)英語面試閱讀課試講模板
學(xué)英語是一件令人頭痛的事，為了更好的讓孩子們學(xué)習(xí)英語，我們一起寫一些教案吧。下面是由我為大家整理的“小學(xué)一年級英語教案模板范文”，僅供參考，歡迎大家閱讀本文。
小學(xué)一年級英語教案模板范文(一)
教學(xué)目標(biāo)：
1、能聽懂、會說How are you? I'm fine./Fine, thank you. 等問候語。
2、通過創(chuàng)設(shè)實際情景，讓學(xué)生能在相應(yīng)的情景中準(zhǔn)確運(yùn)用以上句型。
3、培養(yǎng)學(xué)生正確、自然的模仿語音、語調(diào)的能力。
教材分析：
在本課的 Let's talk 部分主要教學(xué) How are you? I'm fine./Fine, thank you.等問候語。與以前所學(xué) Hello./Hi . 等問候語不同點在于 How are you? 是用于熟人之間有一段時間未見面，或是對方身體欠佳，或是較正式的向別人打招呼等場合。因此，要告訴學(xué)生，不必每次見面都問How are you? 每天見面時，只要說Hello. 和 Hi .就可以了。在本課的 Let's play 部分設(shè)計的是兩人一小組的活動，主要是進(jìn)一步練習(xí)并運(yùn)用Let's talk 部分的內(nèi)容。
以上就是小學(xué)英語試講全英模板的全部內(nèi)容，小學(xué)一年級英語教案模板范文(一) 教學(xué)目標(biāo): 1、能聽懂、會說How are you? I'm fine./Fine, thank you. 等問候語。 2、通過創(chuàng)設(shè)實際情景,讓學(xué)生能在相應(yīng)的情景中準(zhǔn)確運(yùn)用以上句型。 3、培養(yǎng)學(xué)生正確、自然的模仿語音、內(nèi)容來源于互聯(lián)網(wǎng)，信息真?zhèn)涡枳孕斜鎰e。如有侵權(quán)請聯(lián)系刪除。
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英語的13個臟話單詞怎么說，臥槽尼瑪?shù)挠⑽?/span>
