初中英语教师资格证面试教案万能模板
教案基本结构
一份完整的面试教案通常包括以下几个部分：
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- 课题: 本课的标题，如 "What's the matter?" 或 "I'm watching TV."
- 课型: 通常是听说课 或 读写课,面试中最常见的是听说课。
- 年级: 七年级、八年级或九年级。
- 教材版本: 如人教版Go for it!、外研版等。
- 课时: 本课是第几课时（如：第1课时，听说课）。
- 教学目标: 这是教案的灵魂，必须清晰、可衡量。
- 知识与技能目标: 学生能掌握哪些单词、句型、语法，并能听懂、会说、会读、会写。
- 过程与方法目标: 学生通过什么活动（如 pair work, group work, games）来学习，培养什么能力（如合作能力、自主学习能力）。
- 情感态度与价值观目标: 培养学生什么样的情感，如热爱生活、乐于助人、跨文化意识等。
- 教学重难点:
- 教学重点: 本课核心要掌握的知识点,通常是重点词汇和句型。
- 教学难点: 学生容易出错或难以理解的地方,通常是某个语法点或某个发音。
- 教学准备: 教师需要用的教具，如多媒体课件、单词卡片、图片、录音机等。
- 教学过程: 这是教案的主体，也是面试时展示的核心，一般分为以下几个环节：
- Step 1: Warming-up & Lead-in (热身与导入) - 约3-5分钟
- Step 2: Presentation (新知呈现) - 约10-15分钟
- Step 3: Practice (操练巩固) - 约10-15分钟
- Step 4: Production (产出应用) - 约5-8分钟
- Step 5: Summary & Homework (总结与作业) - 约2-3分钟
- 板书设计: 简洁、清晰、有条理地展示本课核心内容。
教案范例 (以人教版八年级上册Unit 4 "What's the best movie theater?" 为例，听说课)
课题：Unit 4 What's the best movie theater? (Period 1, Listening & Speaking) 课型：听说课 年级：八年级 教材版本：人教版Go for it! 课时：第1课时
教学目标
- 知识与技能目标:
- 学生能够听、说、读、写并运用以下形容词和副词的比较级和最高级：
good/well->better->best,bad/badly->worse->worst,far->farther/further->farthest/furthest。 - 学生能够熟练运用句型 "Which is the + 最高级 + ...?" 和 "It's the + 最高级 + ..." 来谈论和比较事物。
- 学生能够听、说、读、写并运用以下形容词和副词的比较级和最高级：
- 过程与方法目标:
- 通过图片、情景对话和小组活动,学生能够在真实语境中运用目标语言进行交流。
- 培养学生通过听力获取关键信息的能力和口语表达的流利度。
- 情感态度与价值观目标:
- 培养学生善于观察、乐于比较和理性分析事物的能力。
- 引导学生发现生活中的美好,并学会欣赏和赞美。
教学重难点
- 教学重点:
- 掌握核心形容词/副词的最高级形式及其用法。
- 熟练运用 "Which is the...?" 和 "It's the..." 句型进行问答。
- 教学难点:
- 部分双音节和多音节形容词构成最高级的变化规则。
- 在实际交流中准确、流畅地运用最高级进行比较。
教学准备
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- 多媒体课件，包含图片、音频和视频。
- 单词卡片（theater, comfortable, seat, screen, ticket等）。
- 一些著名影院或餐厅的图片。
教学过程
| 教学环节 | 教师活动 | 学生活动 | 设计意图 |
|---|---|---|---|
| Step 1: Warming-up & Lead-in (3 mins) | Greeting: "Good morning, class. How are you today?" Show a picture of a movie theater and ask: "Do you like movies? Where do you usually watch movies?" Lead-in: "There are many movie theaters in our city. Which one is the best? Today we are going to learn how to talk about the best one." |
Greet the teacher and answer "Fine, thank you." Look at the picture and answer the questions. "Yes, I do. I usually watch movies at..." Get interested in the topic and think about the question. |
活跃课堂气氛，自然地引出本课主题“movie theater”，激发学生学习兴趣。 |
| Step 2: Presentation (12 mins) | Vocabulary: Present new words (theater, comfortable, seat, screen, ticket) with pictures and pronunciation practice. Sentence Pattern: a. Show pictures of three theaters with different descriptions. Ask: "Which theater is the best? Why?" b. Guide students to answer using the target structure: "I think Screen City is the best. Because it has the biggest screen." c. Write the key sentence patterns on the blackboard: — Which is the best theater? — It's the best. Because it has the... (biggest screen, most comfortable seats, etc.) Grammar Focus: Briefly review the rules of forming superlatives (add -est, for long adjectives use "the most..."). |
Learn new words with the teacher, repeat the pronunciation. Observe the pictures and think about the questions. Try to answer the teacher's question using the new words and sentence patterns. Read and understand the sentence patterns on the blackboard. Review the grammar rules quickly. |
通过直观的图片和情景，呈现新词汇和核心句型，降低理解难度，板书突出重点，帮助学生构建知识框架。 |
| Step 3: Practice (10 mins) | Controlled Practice: Play the recording of 2a. Let students listen and fill in the blanks. Then check the answers. Semi-controlled Practice: a. Ask students to work in pairs. Practice the conversation in 2b. b. Ask some pairs to act out the dialogue. Game: "Find the Best". Show pictures of different things (e.g., restaurants, phones, schools). Have students work in groups to discuss and decide which is the best and give reasons. |
Listen to the recording carefully and complete the task. Check answers with the class. Practice the dialogue with their partner. Pay attention to pronunciation and intonation. Some pairs perform in front of the class. Work in groups, discuss using the target language, and present their decision and reasons. |
从机械操练到意义操练，层层递进，结对活动和小组合作能让学生在互动中巩固知识，提高口语表达的流利性和准确性，游戏环节增加趣味性，实现“玩中学”。 |
| Step 4: Production (5 mins) | Task: "Our Dream School" Divide students into groups of 4. Ask them to discuss: "If we could design our dream school, what would it be like? Which is the best... (classroom, library, playground)?" Encourage them to use the sentence patterns: "I think the best... is... because it has the..." Invite a group leader to share their group's idea. |
Form groups and discuss the topic actively. Brainstorm ideas and use the target language to describe their dream school. One student from the group presents their "dream school" to the class. |
创设贴近学生生活的真实语境，鼓励学生自由运用所学知识进行创造性表达，实现语言的“产出”，培养综合语言运用能力。 |
| **Step 5: Summary & |
