初中英语教师资格证 英语试讲教案怎么写？
2024-02-11 04:34:39 | 学涂社
学涂社小编给大家带来了初中英语教师资格证 英语试讲教案怎么写？相关文章，一起来看一下吧。
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 practice 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 practice 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 practice 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 practice 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 help as needed.
4. Correct the work.
2b. This activity provides listening practice 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 practice 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 have Ss fill in the chart.
3. Check the answers.
2d. This activity provides guided oral practice 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 small groups. Appoint a leader. Make sure everyone 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 practice .
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 practice.
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 several students to perform their conversations for the class.
4. This activity provides listening, speaking, reading and writing practice
1. Explain the procedure.
2. Play the game.
Section B
1.This activity provides reading practice
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 practice.
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 have any brothers and sister? 3 /Does she speak English?)
2b. This activity provides listening and writing practice.
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 practice
1. Ask each student to work with a partner. Ask and answer
2. Practice 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 practice.
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 help 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 practice.
1. Call attention to the letter from Tom King.
2. Point out the blanks in the letter. Ask them to find the information 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 practice.
Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.
以七年级下册第一单元为例的教案。教案就是要写出教学目标，教学重难点，教学策略，教学流程。用全英文写。
试讲时最好用简单易懂的口语与学生，显得比较专业和亲切。学生配合好，评委的评价就好了。可以带中文，前提是学生都比较茫然，不知道怎么做时。
Good morning/afternoon, Ladies and gentlemen:
I’m Zhang Lin from No.12 Middle School of Tongcheng City. I feel very honoured to have this chance to talk about some of my teaching ideas. In my opinion, in foreign language teaching, it is of great significance to enhance students’ language proficiency by developing their learning skills ------ listening, speaking, reading and writing. Therefore, it is meaningful to integrate the four skills in the process of teaching. I will mainly divide my teaching ideas into four parts.
Part 1: Teaching material analysis
The topic I’d like to choose is Section A 1a-1c of Unit 4：He Said I Was Hard-working, from Junior English For China Students’ Book Go for it (Grade 8) published by the People’s Education Press. The language goal of this unit is to report what someone said. It is also the main content of this lesson. That is to say, to master a grammar point: direct speech and reported speech and how to put them into practice. So the learning of this lesson can also be of help for students to reconstruct their knowledge structures.
Teaching aims:
1. Knowledge aim: learn to report what someone said.
2. Ability aim: use direct speech and reported speech to make a conversation.
3. Emotional aim: have students learn to evaluate themselves and others.
Teaching important and difficult points:
Have students use direct speech and reported speech to make a conversation.
Part 2: Teaching method
As we all know: the main instructional aims of learning English in Middle School is to cultivate students’ basic abilities of listening, speaking, reading and writing and their good sense of the English language. So in this period, I will mainly use “Task-based” teaching method. That is to say, I will let the students learn in real situations, so that students can have a better understanding of the direct speech and reported speech. And in this lesson, communication method, scene method will be needed.
Part 3: Studying method
I request the students to learn English independently, cooperatively and investigatively. Each unit in Go for it contains pair work、group work and games. The students who sit at the same desk and groups can make a discussion and learn each other. It makes each students be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Studying becomes more relaxed and pleased in this kind of environment.
Part 4: Teaching procedures
I’ll finish this period in 6 steps.
Step 1. Lead-in (5 minutes)
Purpose: To help students to make a first impression on the direct speech and reported speech by making a conversation.
I will ask six students to stand in front of the class. First, I will make a conversation with two students just like this:
T: What are you going to be when you grow up?
S1: I am going to be a teacher.
T: What did she/he say?
S2: She/He said she/he was going to be a teacher.
I will help the second student to report what the first student said during the conversation. Then repeat the same process with other students. At last, tell the whole class that we are going to learn to use words like these to report what someone said.
Step 2. Presentation. (10 minutes)
Purpose: to use some films to help students deepen their understanding of direct speech and reported speech. It provides a real situation for students to understand them better.
1. After students finish the first film, I will ask students the question:
What’s his name? What did he say?
He said, “I’m Tony Baker, from ABC company.”
He said he was Tony Baker, from ABC company.
And I will help students use two answer forms to answer the second question. At the same time, I will explain the direct speech and reported speech. Then, repeat the other two films in the same way.
Film two:
Can the girl dance?
What did she say?
She said, “I can dance, too.”
She said she could dance, too.
Film three:
What did the man say to the woman ?
He said, “I want you to stay.”
He said he wanted her to stay.
2. After finishing seeing them, I’ll tell students that these short films they saw just now are soap operas and have students discuss and explain what soap opera is.
Step 3. listening (7 minutes)
Purpose: To train students’ listening skill.
1. Ask students to look at the pictures (P.26), point out the TV screen (It is also a soap opera) in the picture. Then ask students to read what Marcia said in the first picture.
What did Marcia say? She said she was having a surprise party for Lana on Friday night.
Then repeat the other pictures in the same way.
2. Ask students to listen and number the pictures in activity 1a. And check the answers.
Step 4. Grammar (15 minutes)
Purpose: In order to let students know this Grammar very well, I’ll analyze sentence structures ----- how to change direct speech into reported speech and do some exercises.
1. Analyze the sentence structures in the listening part and have students pay attention to the changes in person and tense.
1). “I am having a surprise party for Lana on Friday night.”
She said she was having a surprise party for Lana on Friday night.
2).“Lana thinks she is coming to my house to study.”
Marcia said Lana thought she was coming to her house to study.
2. Go on explaining the direct speech and reported speech in Chinese.
3. Do some exercises to check their understanding towards direct speech and reported speech.
Step 5. Groupwork (5 minutes)
Purpose: It’s important for students to use new language points to speak English as much as possible. Students can improve their English level.
Three students work as a group to make a dialogue. For example,
Student A: What are you going to do after school?
Student B: I am going to play basketball.
Student C: He said he was going to play basketball.
Then ask a few groups to present their conversation.
Step 6. Summary and homework (3 minutes)
Purpose: It’s necessary for students to do some exercises after class to consolidate the knowledge they have learnt.
Summary
Now we have learnt direct speech and reported speech. And know how change direct speech into reported speech. We also must pay attention to some changes in person and tense.
Next period we will go on learning some other changes. Homework for today:
Homework
1. Conclude how to change direct speech into reported speech.
2. What am I like in my parents’ eyes?
Ask your parents how they think of yourself.
You can use the question: What do you think of me?
Then write down their views.
Example: My father said I was cute.
That’s all. Thanks.
免责声明：文章内容来自网络，如有侵权请及时联系删除。
本文目录一览：
初中英语教师资格证 英语试讲教案怎么写？
Unit 1Where’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 practice 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 practice 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 practice 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 practice 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 help as needed.
4. Correct the work.
2b. This activity provides listening practice 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 practice 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 have Ss fill in the chart.
3. Check the answers.
2d. This activity provides guided oral practice 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 small groups. Appoint a leader. Make sure everyone 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 practice .
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 practice.
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 several students to perform their conversations for the class.
4. This activity provides listening, speaking, reading and writing practice
1. Explain the procedure.
2. Play the game.
Section B
1.This activity provides reading practice
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 practice.
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 have any brothers and sister? 3 /Does she speak English?)
2b. This activity provides listening and writing practice.
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 practice
1. Ask each student to work with a partner. Ask and answer
2. Practice 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 practice.
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 help 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 practice.
1. Call attention to the letter from Tom King.
2. Point out the blanks in the letter. Ask them to find the information 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 practice.
Ask Ss to make their own information card and then write an email about themselves. Tell them to use 3b as an example.
以七年级下册第一单元为例的教案。教案就是要写出教学目标，教学重难点，教学策略，教学流程。用全英文写。
试讲时最好用简单易懂的口语与学生，显得比较专业和亲切。学生配合好，评委的评价就好了。可以带中文，前提是学生都比较茫然，不知道怎么做时。
谁有新课标初中英语试讲教案（考教师资格证）？
Unit 4He Said I Was Hard-working (1a-1c)Good morning/afternoon, Ladies and gentlemen:
I’m Zhang Lin from No.12 Middle School of Tongcheng City. I feel very honoured to have this chance to talk about some of my teaching ideas. In my opinion, in foreign language teaching, it is of great significance to enhance students’ language proficiency by developing their learning skills ------ listening, speaking, reading and writing. Therefore, it is meaningful to integrate the four skills in the process of teaching. I will mainly divide my teaching ideas into four parts.
Part 1: Teaching material analysis
The topic I’d like to choose is Section A 1a-1c of Unit 4：He Said I Was Hard-working, from Junior English For China Students’ Book Go for it (Grade 8) published by the People’s Education Press. The language goal of this unit is to report what someone said. It is also the main content of this lesson. That is to say, to master a grammar point: direct speech and reported speech and how to put them into practice. So the learning of this lesson can also be of help for students to reconstruct their knowledge structures.
Teaching aims:
1. Knowledge aim: learn to report what someone said.
2. Ability aim: use direct speech and reported speech to make a conversation.
3. Emotional aim: have students learn to evaluate themselves and others.
Teaching important and difficult points:
Have students use direct speech and reported speech to make a conversation.
Part 2: Teaching method
As we all know: the main instructional aims of learning English in Middle School is to cultivate students’ basic abilities of listening, speaking, reading and writing and their good sense of the English language. So in this period, I will mainly use “Task-based” teaching method. That is to say, I will let the students learn in real situations, so that students can have a better understanding of the direct speech and reported speech. And in this lesson, communication method, scene method will be needed.
Part 3: Studying method
I request the students to learn English independently, cooperatively and investigatively. Each unit in Go for it contains pair work、group work and games. The students who sit at the same desk and groups can make a discussion and learn each other. It makes each students be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Studying becomes more relaxed and pleased in this kind of environment.
Part 4: Teaching procedures
I’ll finish this period in 6 steps.
Step 1. Lead-in (5 minutes)
Purpose: To help students to make a first impression on the direct speech and reported speech by making a conversation.
I will ask six students to stand in front of the class. First, I will make a conversation with two students just like this:
T: What are you going to be when you grow up?
S1: I am going to be a teacher.
T: What did she/he say?
S2: She/He said she/he was going to be a teacher.
I will help the second student to report what the first student said during the conversation. Then repeat the same process with other students. At last, tell the whole class that we are going to learn to use words like these to report what someone said.
Step 2. Presentation. (10 minutes)
Purpose: to use some films to help students deepen their understanding of direct speech and reported speech. It provides a real situation for students to understand them better.
1. After students finish the first film, I will ask students the question:
What’s his name? What did he say?
He said, “I’m Tony Baker, from ABC company.”
He said he was Tony Baker, from ABC company.
And I will help students use two answer forms to answer the second question. At the same time, I will explain the direct speech and reported speech. Then, repeat the other two films in the same way.
Film two:
Can the girl dance?
What did she say?
She said, “I can dance, too.”
She said she could dance, too.
Film three:
What did the man say to the woman ?
He said, “I want you to stay.”
He said he wanted her to stay.
2. After finishing seeing them, I’ll tell students that these short films they saw just now are soap operas and have students discuss and explain what soap opera is.
Step 3. listening (7 minutes)
Purpose: To train students’ listening skill.
1. Ask students to look at the pictures (P.26), point out the TV screen (It is also a soap opera) in the picture. Then ask students to read what Marcia said in the first picture.
What did Marcia say? She said she was having a surprise party for Lana on Friday night.
Then repeat the other pictures in the same way.
2. Ask students to listen and number the pictures in activity 1a. And check the answers.
Step 4. Grammar (15 minutes)
Purpose: In order to let students know this Grammar very well, I’ll analyze sentence structures ----- how to change direct speech into reported speech and do some exercises.
1. Analyze the sentence structures in the listening part and have students pay attention to the changes in person and tense.
1). “I am having a surprise party for Lana on Friday night.”
She said she was having a surprise party for Lana on Friday night.
2).“Lana thinks she is coming to my house to study.”
Marcia said Lana thought she was coming to her house to study.
2. Go on explaining the direct speech and reported speech in Chinese.
3. Do some exercises to check their understanding towards direct speech and reported speech.
Step 5. Groupwork (5 minutes)
Purpose: It’s important for students to use new language points to speak English as much as possible. Students can improve their English level.
Three students work as a group to make a dialogue. For example,
Student A: What are you going to do after school?
Student B: I am going to play basketball.
Student C: He said he was going to play basketball.
Then ask a few groups to present their conversation.
Step 6. Summary and homework (3 minutes)
Purpose: It’s necessary for students to do some exercises after class to consolidate the knowledge they have learnt.
Summary
Now we have learnt direct speech and reported speech. And know how change direct speech into reported speech. We also must pay attention to some changes in person and tense.
Next period we will go on learning some other changes. Homework for today:
Homework
1. Conclude how to change direct speech into reported speech.
2. What am I like in my parents’ eyes?
Ask your parents how they think of yourself.
You can use the question: What do you think of me?
Then write down their views.
Example: My father said I was cute.
That’s all. Thanks.
教师资格证小学英语试讲模版
《英语教案|小学英语教师资格证试讲资料》百度网盘资源免费下载
链接:
提取码:5x2p
英语教案|小学英语教师资格证试讲资料|结构化面试资料|高中英语教师资格证试讲资料|初中英语教师资格证试讲资料|英语面试——阅读课型试讲模板3.doc|英语教师试讲必备语法术语.doc|学籍证明样本.doc|面试大纲（幼儿园＋中小学）.zip|面试备考指南.png|教师资格证面试教材.jpg|20151224213119_英语语法术语的英文名称 (1).doc|抽题试讲各种类型教案|外研版八年级英语教案汇总.txt|说明.txt
学涂社
免责声明：文章内容来自网络，如有侵权请及时联系删除。
上一篇：教师资格证免试有什么条件要求
下一篇：考教师资格证的条件是什么？
与“初中英语教师资格证 英语试讲教案怎么写？”相关推荐
高中英语教师资格证面试试讲语音怎么讲
高中英语教师资格证面试试讲语音怎么讲需要全英讲解的我们常说，外在表现是载体，然而，对于很多考生来说，却常会在外在表现上出现问题。首先，试讲时过于僵硬，表演痕迹过重。这样就会让考官认为你是在背一个稿子，应付考试，而没有真正将自己当作一名老师给学生讲课。针对这样的问题，考生可在平时练习的时候拉上三五好友或者家人充当学生，感受一下真正给学生上课是什么状态，跟学生互动应如何表现。进而再去练习无
2024-04-15 16:02:05
教师资格证初中英语和高中英语的区别（初中英语教资考哪几科）
教师资格证初中英语和高中英语的区别教师资格证的考试，初中英语和高中英语具体差别涉及知识范围不同，难度也有所不同。具体如下：📚笔试科目区别初中英语和高中英语的笔试科目区别是《学科知识与教学能力(初中)》和《学科知识与教学能力(高中)》。《学科知识与教学能力(初中)》涉及知识范围是初中阶段英语课本，而《学科知识与教学能力(高中)》涉及知识范围是高中阶段英语课本。高中内容难度相对大一些。
2024-06-12 00:01:40
高中英语教师资格证考试面试 高中英语教师资格证面试写作教学？
高中英语教资面试流程高中英语教资面试流程如下：考生到达考点之后，进入候考室抽签，决定顺序，然后依次抽取试讲题目。等待进入备课室备课，时间为20分钟，然后进入考场，首先是结构化提问，时间5分钟，其次试讲，时间10分钟，最后考官提问，也就是答辩环节，时间5分钟。面试主要考察申请教师资格人员应具备的新教师基本素养、职业发展潜质教育教学实践能力，主要包括：1.良好的职业道德、
2024-04-29 13:47:20
教师资格证考试初级英语 初中英语考教师资格证要考哪几科？
初中英语教师资格证考哪几门？英语教师资格证需要考笔试科目和面试科目，笔试主要有三门，包括科目一《综合素质》，科目二《教育知识与能力》，科目三《学科知识与教学能力》。报考学历要求：1、取得幼儿园教师资格，应当具备幼儿师范学校毕业及其以上学历。2、取得小学教师资格，应当具备中等师范学校毕业及其以上学历。3、取得初级中学教师、初级职业学校文化、专业课教师资格，应当具备
2024-06-18 00:21:35
初中英语教师资格证考什么?
初中英语教师资格证考什么?英语教师资格证需要考笔试科目和面试科目，笔试主要有三门，包括科目一《综合素质》，科目二《教育知识与能力》，科目三《学科知识与教学能力》。报考学历要求：1、取得幼儿园教师资格，应当具备幼儿师范学校毕业及其以上学历；2、取得小学教师资格，应当具备中等师范学校毕业及其以上学历；3、取得初级中学教师、初级职业学校文化、专业课教师资格，应当具备高等师
2024-05-17 03:53:07
下小学英语教师资格证面试试题及答案【1月10日下午】（教师资格证小学英语试讲）
2020下小学英语教师资格证面试试题及答案【1月10日下午】2020下小学英语教师资格证面试试题及答案【1月10日下午】【来源于网络】小学英语词汇一、考题回顾二、考题解析【教案】MyroomTeachingaimsStudentscanspeakoutthewordscorrectlyandmasterthemeaningsuchas
2024-06-11 00:54:20
求教师资格考试中初中数学教案怎么写
初中数学教师资格证考试内容与科目初中数学教师资格证笔试科目为《学科知识与教学能力》。该科目主要考查申请人在数学学科方面的知识与教学能力。考试内容包括数学基础知识、教学设计、教学实施和教学评价等方面，考试形式为单选题、案例分析、教学设计、简答题和材料分析等。在面试环节中，申请人需要进行备课，试讲和答辩等环节，以展示自己的教学能力和素质，初中数学教师资格证的考试内容与科目是根据数学学
2024-03-14 05:43:05
教师资格证考试中,英语教案要全英文编写吗?还是可以中英结合，还有，面试中考官是用英文问问题吗？
教师资格证考试中,英语教案要全英文编写吗?还是可以中英结合，还有，面试中考官是用英文问问题吗？肯定是要用全英文编写，考官也是用英文问问题，下面具体介绍一下:1、考前要进行抽签，先机器随机抽取两道题，考生快速浏览后决定取其中一篇；2、接下来便是备课，共二十分钟，会发给您一张纸和考试题目，要在纸上写上教案。当然，教案不一定要和书上的标准模板一样一项不拉地写下来，您只要写上课的重点就
2024-03-31 10:10:39
栏目推荐
热点图文
-
重庆中学排名前十名(重庆中学排名)2023-07-11 09:18:17
-
教师资格证考试需要准备什么，必须用临时身份证吗？2024-04-21 00:29:57
-
最容易捡漏的985大学(容易捡漏的二本大学)2023-06-24 22:24:43
-
怎么举报教师资格证监考老师号码2024-04-21 07:35:58
-
我是一名大专生,我想报考教师资格证.我是非专业的.不知如何去报考?请回答我!2024-04-21 06:17:12
-
考研适合捡漏的211大学(适合捡漏的211大学)2023-07-10 18:05:18