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面试小学英语教师试讲范例推选(优质4篇)

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面试小学英语教师试讲【第一篇】

At the shop

So, do you want to make food for your parents? Yeah. All of you are good boys and good girls. Now 4 students a group, 1 student is the seller, 3 students are the buyers. Please look at the screen, you can buy so many things, apples, pears, carrots, meats,fish,rice,noodles, tomatoes,eggsand can ’llgiveyou15minutes. Then I’ll invite some of you to make a performance.

Ok,time is ’sgroup please. Wow, I like your performance. Eric is the seller. He is very interesting. He says Welcome to my shop. Can I help you? Whatwouldyoulike? buys some eggs, Lily buys some noodles, and John buys some apples and bananas. They use how much is it? I’d like some…? What about it? Well done, you guys. Go back to your seat. I’ll give your big group 5 points. Next one, this way, who would like to have another try? Daniel, you four guys please. Class, do you like their performance? Yes, I also like their 5 points for you. Go back to your seat.

Step 5 Summary and homework

Well, time goes so quickly, let’s summarize today’s lesson, we learnt the six words, read it together, carrot, potato, tomato, fish,meat,rice, and thenewsentences,what would youlike? I’d like some…Food is very important, we should learn to save food. Now, would you like to sing birthday song for my mum? Thank you,please:Happybirthdaytoyou,happybirthdaytoyou,happy birthday to you, happy birthday to you. I like your voices, thank you.

Your homework time, please ask your parents: what would youlike? with us. Now, class is over, goodbye!

面试小学英语教师试讲【第二篇】

Good morning, boys and girls. How are you today? Yeah, I’m fine, too. Thank you.

Before our class, let’s do a guessing game. Are you happy? Yeah. Please listen to me carefully. It’s a place. There are many things in it. For examples, fruits, such as apple, pear, banana, or other food, and toys, and pen, ruler, and some other things. And we can also buy these things from this place. Where’s it? Yeah, you are very smart. It’s a shop or it’s a store. Today, it’s my mother’s birthday, so I want to make lunch for her to make her happy. Now, I want to go to the shop to buy some things. Would you like to come with me? Thank you! Let’s go!

面试小学英语教师试讲【第三篇】

我参加的教师招聘面试分三个环节,分别是候考、备考、试讲和答辩。候考有专门的监考老师,只能带准考证、身份证进去,连上厕所都有人跟着。在候考室里抽签,等待叫号备考。备考三个题目抽一个,上面有试讲内容,注意事项,课本对应的哪一页,还有答辩题目(二选一),时间是30分钟,从你坐下开始备课起计时。试讲10分钟,答辩3分钟,试讲时间一到计时员会喊停,然后你就可以开始对所选问题进行答辩了。

我认为面试有几个窍门:

1.衣着得体,清新淡雅就可以,没必要扮成熟。上身浅色,下身略深,既显得有层次,又不沉闷。女孩子不要带任何饰品,甚至是手表,不穿高跟鞋,凉鞋最好不露趾,不化浓妆,不涂指甲油,长头发的最好束起来,干净利落。有一年考后报纸上就登出说这些都是扣分点。但是最好化一点淡妆,比如铺一点粉底,描下眉毛和眼线,这样显得有精神。

2.试讲时,要有条理,思路清晰。我认为自己面试有几个制胜法宝:普通话标准;导入新颖而且入题快,我常用一句话提出一个问题做导入,而问题都是与实际生活相联系的;板书有条有理,配合讲解,我本身粉笔字写得也很好;讲课过程中重点突出,我一般配合板书边讲边总结边重复;注意和听课的人的交流,不管是老师还是学生,注意讲解板书内容时要侧身,不要挡住黑板,同时用眼神跟他们交流,不要害怕。有人说短短几分钟怎么能注意这么多细节,我觉得习惯成自然。从教育实习开始老师就这样要求我们了,所以面试的时候会注意自觉。

3.讲礼貌是不可少的,答辩完向考官致谢,如果需要,记得擦了黑板再走。

4.课讲不完不要紧,本来知识就是可以扩展的,他们给你的考题一般都是一个课时的内容。其实观察两三分钟那些专业人士就能看出你的能力了。

面试小学英语教师试讲【第四篇】

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。

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