安徽教师资格面试：高中英语信件写作教案
教师资格证高中英语面试教案
教师资格证高中英语面试教案一、教学目标：1. 知识目标：（1）让学生掌握高中英语面试的基本流程和注意事项。
（2）培养学生运用英语进行自我介绍、回答面试问题的能力。
（3）提高学生对英语口语表达的自信和积极性。
2. 能力目标：（1）培养学生具备流利的英语口语表达能力。
（3）培养学生具备一定的英语应试技巧。
3. 情感目标：（1）增强学生对英语学习的兴趣。
（2）培养学生的团队合作意识和竞争意识。
二、教学内容：1. 高中英语面试的基本流程和注意事项。
2. 英语自我介绍的常用句型和表达方式。
3. 英语面试常见问题的回答策略。
4. 英语口语表达的技巧和训练方法。
5. 英语听力理解的训练和提高方法。
三、教学过程：1. 导入：向学生介绍本节课的主题和目标，激发学生的学习兴趣。
2. 讲解：详细讲解高中英语面试的基本流程、注意事项、自我介绍的句型和回答问题的策略。
3. 实践：学生分组进行角色扮演，模拟英语面试场景，锻炼口语表达和听力理解能力。
4. 训练：针对面试常见问题，进行口语表达训练，提高学生的应试技巧。
5. 总结：对本节课的内容进行总结，鼓励学生积极参与英语学习，提高自身能力。
四、教学方法：1. 讲授法：讲解面试基本流程、注意事项、自我介绍句型和回答问题策略。
2. 实践法：模拟面试场景，进行角色扮演，锻炼学生的口语表达和听力理解能力。
3. 训练法：针对面试常见问题，进行口语表达训练，提高学生的应试技巧。
4. 激励法：鼓励学生积极参与英语学习，提高自身能力。
五、教学评价：1. 学生课堂参与度：观察学生在课堂上的发言和表现，评价学生的参与程度。
2. 学生口语表达和听力理解能力：通过角色扮演和面试模拟，评价学生的口语表达和听力理解能力。
3. 学生应试技巧的提高：观察学生在模拟面试中的表现，评价学生应试技巧的提高程度。
4. 学生学习兴趣和自信心的增强：通过课堂观察和学生反馈，评价学生学习兴趣和自信心的增强情况。
六、教学资源：1. 教材：高中英语教材及相关面试资料。
高中英语教资面试写作课教案逐字稿
高中英语教师资格证面试–写作课型真题–教案–逐字稿–板书1. 题目: 写作教学试讲2. 内容Writing a report for school magazine about transport situation where you liveStage 1: list the advantages and disadvantages of the transport system in the following aspects: buses, trains, bicycles, roads, pedestrian areas, car parks…Stage 2: gather information; write; try to think about the changes of transport situation where you liveStage 3: check your report3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料, 设计相应的写作教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will get more information about transport situation and its changes accordingly Ability ObjectiveStudents can express their own ideas about transport situation in a reportEmotional ObjectiveStudents become keen on expressing ideas in EnglishTeaching Key and Difficult Points:Key Point –Students get to know how to write a report and analyze the local transportsituationDifficult Point – Students are able to organize their ideas and write a reportTeaching MethodPWP – Pre-writing / While-writing / Post-writingTeaching ProcedureLead-inStudents watch a video clip about different means of transport and answer the following questions:⚫What means of transport do you see in the video?⚫Which one do you like best? Why?Pre-writing1.Students discuss the advantages and disadvantages of different aspects of transportsystem and share ideas with each other2.Students discuss the changes of local transport situation and share ideas with each other3.The teacher shows an example of a report and analyze its structureWhile-writingStudents write a draft based on the outlinePost-writing1.Students check their draft by themselves first according to the evaluation form and thenexchange the draft with desk-mates to do peer-editing2.Students read the report and the teacher makes comments accordinglySummaryThe teacher help students to summarize what they have learned in class aHomeworkStudents revise the draft and hand it in tomorrow.逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)First, we are going to watch a video clip today. After that, I would like you to answer two questions: 1. What means of transport do you see in the video? 2. Which one do you like best? Why? Now, let’s watch the video together.Well, who can tell me what means of transport do you see in the video? Yes, Michael (Mi chael…) Thank you for your sharing, Michael. You noticed cars, trucks, trams, trains, planes, ships in the video. Then, Michelle, which one do you like best? (Michelle…) Thank you, Michelle. You like ships best because you get to enjoy the fantastic views of the sea. It makes sense.(Pre-writing)You’ve all done a great job so far. Now, I’ll give you five minutes. You can have a discussion with your desk-mate on the advantages and disadvantages of our transport system in terms of buses, trains, bicycles, roads, pedestrian areas, car parks, etc. The n, I’ll invite some of you to share your ideas. Here we go.Time’s up. Derek, what do you think? (Derek…)Thank you, Derek. Well done. It’s easier to get around the city with the bike-sharing system, but a lot people leave them randomly on the sidewalks which causes problems for pedestrians.Then. I would like you to have a discussion with your desk-mate again. This time, focus on the changes of local transport situation. Here we go.T ime’s up. Lucy, could you share your ideas with us? (Lucy…). Thank yo u, Lucy. You’re quite perceptive. The number of electric vehicles has been on the rise in recent years. What about you, Nick? (Nick…)Thanks, Nick. You’re right. More and more metro lines have been built over the past years. Our public transportation system is much developed than before.Well, today, we are going to write a report about local transport situation. And before that, let’s take a look at a sample report. I’ll give you five minutes to read it and think about the purpose of each paragraph. Let’s begin.Time’s up. Allan, what do you think? (Allan…). Thanks, Allan. Good job there. There are fourparagraphs in the report. The first paragraph introduces the topic and phenomenon then the writer gives the related reasons in the second paragraph. In the third paragraph, the writer shares some personal opinions about it. In the end, a conclusion is drawn.(While-writing)N ow, let’s write the draft of the report based on the outline on the blackboard. You have five minutes. Here we go.(Post-writing)T ime’s up. Now I’ll give out an evaluation form to you guys and I want you to check your draft according to the form and do self-editing first. After that, please exchange the draft with your desk-mate and then do peer-editing. You have six minutes. Here we go.Time’s up. James, can you read your draft for us, please? (James…). Thanks, James. In your report, you mention the development of high-speed trains and its advantages. Well done.(Summary)N ow let’s have a quick recap. Jane, could you tell us the main structure of a report? (Jane…) Thanks, Jane. You’re right.(Homework)L et’s call it a day. As for the homework, I would like you to revise it and hand it in tomorrow. Thank you for your time, boys and girls. Have a good day.板书Advantages:Disadvantages:C hanges”ReportIntroductionReasonsPersonal OpinionsConclusion(Post-writing阶段的Evaluation Form可包含以下评估点: Spelling, Grammar, Organization, Hand Writing)。
安徽教师资格面试：高中英语信件写作教案
XX教师资格面试：高中英语信件写作教案I.Teaching Aims:Knowledge aim:By the end of the class, students will know more about body language and the information remained.Ability aims:Students ’ letter writing ability of can be improved by the end of theclass.Emotional aim:life,1. Students will know how to apply this kind of shortletterin realespecially in resolving friend’ s problems.2. Students will be more interested in English learning whilesharing their ideas with others.II.Teaching Key &Difficult Points:Key point: The information remained in body language.Difficult point: Leading students to think of some help for friends who are in trouble.III.Teaching Procedures:Step1: Warming upWelcome some students to play short play in which friends find each others ’troubles by noticing body language and then resolve problemstogether. That play was prepared ahead.Step2: Pre-writing1. Ask students to evaluate the play they had ever saw and ask them what theywould do if they were the roles.2. Play a game: think of a problem they have just met or are sufferingin about 1 minute, then act it to their partners and the partner what theproblem is. Before announce the real information remained, they shouldgive suggestions to help resolving problems.should guess3. Then redesign their own body language according to their partners’reaction.4.Ask students to do a survey: select a classmate randomly and observe his/her body language, guess his/her problem and give suggestions. But theactors should not tell the real information behind his/her action.5.I would show them an example letter on the screen and the usage ofit. Then I would ask them to find out the format of this letter. Togetherwith them, I would write the format on the blackboard.Step3: While-writingGive students some guides, such as: pay attention to the format,punctuation, sentence structure and tenses.10 minutes would be given to them to complete their letter individually.Step4: Post-writingSelf-editing:Ask students to check their letter according to the example on screen and then do some editing.Peer editing: Ask students to check and edit their give them some suggestions.Share: Invite some students to share their letter give them some comments.Step5: Summary and Homeworkpartners ’at the frontletterandand I wouldSum up what we have learned today and show them some other articles on the screen.Homework: Write another article together with his/her actor interviewed before.IV.Blackboard DesignVI.Teaching Reflection中公资深讲师赵永森解析注：本文章用于访问者个人学习、研究或欣赏，为“中公教师考试网〞所有，未经本网授权不得或摘编。
高中英语正式信件作文课教案设计
高中英语正式信件作文课教案设计一、教学目标1.让学生了解正式信件的基本结构和格式要求。
2.帮助学生掌握撰写正式信件的技巧，包括礼貌用语、清晰表达、逻辑连贯等。
3.通过练习，使学生能够独立撰写一封符合要求的正式信件。
二、教学准备1.课件，包含正式信件的基本格式、样例信件及写作技巧。
2.练习纸张、笔或电子设备。
三、教学内容与步骤1.导入（5分钟）•展示一封正式信件样例，引起学生的兴趣。
•简要介绍正式信件的定义、用途及其在日常生活和职场中的重要性。
2.知识讲解（10分钟）•讲解正式信件的基本结构：信头（发件人地址、日期）、收件人地址、称呼、正文、结束语、签名。
•介绍正式信件的格式要求：对齐、字体、行距、标题大小写等。
•分析样例信件，强调礼貌用语和清晰表达的重要性。
3.技巧分享（10分钟）•分享撰写正式信件的技巧，如：使用礼貌的称呼和结束语、保持客观和中立的态度、分段清晰表达等。
•讲解如何根据不同目的和收件人选择合适的语气和措辞。
4.实战演练（10分钟）•提供一个具体的场景，如：向学校图书馆申请延长借书期限，让学生根据所学知识撰写一封正式信件。
•学生独立完成信件撰写，教师巡视指导，及时纠正格式和表达上的问题。
5.作品展示与点评（5分钟）•挑选几篇学生的作品进行展示，让其他学生一起评价其格式、内容和表达。
•教师总结点评，肯定学生的优点，指出不足之处，并给出改进建议。
6.总结与作业（5分钟）•总结本节课的主要内容，强调正式信件的重要性和撰写技巧。
•布置作业：要求学生撰写一封正式信件，内容可以是向朋友介绍一本好书、申请参加某个活动等，鼓励学生在实际生活中运用所学知识。
四、教学反思课后，教师应根据学生的表现和作业质量，反思本节课的教学效果，及时调整教学策略和方法，以提高教学质量。
同时，教师也应对自己的教学过程进行反思，总结经验和教训，为今后的教学提供参考。
教资高中英语面试—写作课课型模板
写作课课型讲稿模板一红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容Writing(板书内容)教学目标：巩固写建议信(letter of advice )。
重点：熟悉建议信的一些基本特点及一般的写作模式。
难点：能就写作任务，写一封建议信Part 1:Independent reading Ex 1:自主阅读Ex 1 部分,了解______的用法T: Good morning/afternoon, boys and girls. Today, w e’l l learn to write （这里说:定语从句The attributive clause,状语从句Adverbial clause,倒装句式Inverted sentences,强调句式Emphasis,名词性从句Noun clauses,非谓语动词The non finite verbs, it 的用法The usage of it.）. Now please open your book, turn to page _______ Book ___and look at Ex 1. Read the sentences which are mainly about this kind of grammar. Try to understand the grammar phenomenon contained in the sentences.（pause）T: Ok. Stop here! Can you write one sentences similar to these sentences? Now I’ll give you some time to write one sente nce. Then, we’ll share three of your works. Now, let’s begin.（pause）T: Now, who want to share your works? Ok, Tom, please.(手势语：平伸右手，手掌朝上，示意学生回答。
教师资格证面试教案模版高中英语信件写作教案
教案模版I.Teaching Aims:Knowledge aim:By the end of the class, students will know more about body language and the information remained.Ability aims:Students’ letter writing ability of can be improved by the end of the class.Emotional aim:1. Students will know how to apply this kind of short letter in real life, especially in resolving friend’s problems.2. Students will be more interested in English learning while sharing their ideas with others.II.Teaching Key &Difficult Points:Key point: The information remained in body language.Difficult point: Leading students to think of some help for friends who are in trouble.III.Teaching Procedures:Step1: Warming upWelcome some students to play short play in which friends find each others’ troubles by noticing body language and then resolve problems together. That play was prepared ahead.Step2: Pre-writing1. Ask students to evaluate the play they had ever saw and ask them what they would do if they were the roles.2. Play a game: think of a problem they have just met or are suffering in about 1 minute, then act it to their partners and the partner should guess what the problem is. Before announce the real information remained, they should give suggestions to help resolving problems.3. Then redesign their own body language according to their partners’ reaction.4. Ask students to do a survey: select a classmate randomly and observe his/her body language,guesshis/her problem and give suggestions. But the actors should not tell the real information behind his/her action.5. I would show them an example letter on the screen and the usage of it. Then I would ask them to find out the format of this letter. Together with them, I would write the format on the blackboard.Step3: While-writingGive students some guides, such as: pay attention to the format, punctuation, sentence structure and tenses.10 minutes would be given to them to complete their letter individually.Step4: Post-writing1。
教师资格证面试英语写作课教学设计模版
教师资格证面试英语写作课教学设计模版一、写作课教学方法英语写作课可以采用多种教学方法来提高学生的写作技能和创造力。
以下是一些常用的教学方法：1.讲授法（Lecture Method）●教师通过讲授来介绍写作的基本知识、技巧和策略。
●The teacher introduces basic knowledge,skills,and strategies ofwriting through lectures.2.任务型学习（Task-Based Learning）●通过设计具体的写作任务，让学生在完成过程中学习和应用写作技巧。
●Students learn and apply writing skills through the completion ofspecific writing tasks.3.合作学习（Collaborative Learning）●学生通过小组合作，共同完成写作任务，并通过讨论和互评来提高写作能力。
●Students work in groups to complete writing assignments,improving their writing abilities through discussion and peer review.4.过程写作法（Process Writing Approach）●强调写作是一个包括预写、起草、修改和编辑的连续过程。
●Emphasizes writing as a continuous process including pre-writing,drafting,revising,and editing.5.项目式学习（Project-Based Learning）●学生围绕一个主题进行深入研究，并通过写作来展示他们的发现和成果。
●Students conduct in-depth research on a topic and present theirfindings through writing.6.翻转课堂（Flipped Classroom）●学生在课前通过视频或阅读材料自学，课堂上进行深入讨论、写作练习和教师的个别指导。
教资教案模板面试高中英语
课时：1课时教学目标：1. 知识目标：学生能够掌握英语写作的基本技巧，提高写作能力。
2. 能力目标：培养学生观察、思考、表达的能力，提高英语写作水平。
3. 情感目标：激发学生对英语写作的兴趣，培养良好的写作习惯。
教学重点：1. 英语写作的基本技巧。
2. 学生观察、思考、表达的能力。
教学难点：1. 学生如何将观察、思考、表达与英语写作相结合。
2. 学生如何提高英语写作水平。
教学过程：一、导入新课1. 教师展示一幅图片，引导学生观察并描述图片。
2. 学生用英语描述图片，教师给予点评和指导。
二、写作技巧讲解1. 教师讲解英语写作的基本技巧，如：主题明确、结构清晰、语言规范等。
2. 学生结合自身实际，总结适合自己的写作方法。
三、写作练习1. 学生根据教师给出的主题，进行写作练习。
2. 教师巡视课堂，给予个别学生指导。
四、作品展示与评价1. 学生展示自己的写作作品，教师给予点评和指导。
2. 学生互相评价，提出改进意见。
五、总结与反思1. 教师总结本节课的写作技巧，强调写作要点。
2. 学生反思自己的写作过程，总结经验教训。
教学反思：1. 教师在讲解写作技巧时，应注重理论与实践相结合，引导学生运用所学技巧进行写作。
2. 教师在巡视课堂时，要关注学生的写作过程，及时发现并解决问题。
3. 教师在评价学生作品时，要注重鼓励和肯定，激发学生的写作兴趣。
4. 教师要引导学生总结写作经验，不断提高英语写作水平。
板书设计：一、英语写作基本技巧1. 主题明确2. 结构清晰3. 语言规范4. 语法正确5. 词汇丰富二、写作过程1. 观察与思考2. 表达与写作教学资源：1. 英语写作相关书籍、文章等。
2. 英语写作教学视频、课件等。
3. 英语写作练习题库。
教学评价：1. 学生在课堂上的参与度。
2. 学生对英语写作的兴趣和热情。
3. 学生英语写作水平的提高情况。
高中英语书信写作教案
高中英语书信写作教案教学目标1. 让学生了解英文书信的基本格式和组成部分。
2. 教授学生如何根据不同的写作目的选择合适的语言风格。
3. 练习学生根据不同情境撰写正式或非正式信件的能力。
4. 强化学生的语言准确性和逻辑性，提升写作水平。
教学内容- 书信的基本结构：日期、称呼、、结束语、签名。
- 不同类型的书信：感谢信、投诉信、询问信、邀请信等。
- 语言风格的选择：正式与非正式场合的区别。
- 实用短语和句型的运用。
教学步骤Ste 1: 引入新知通过展示一封标准的英文信件，向学生介绍书信的基本格式。
讨论不同类型信件的特点，以及在不同情境下应使用的语言风格。
Ste 2: 讲解与示范详细讲解书信各部分的写作要点，包括日期的格式、称呼的规范、的结构、结束语的常用表达以及签名的要求。
同时，教师现场示范撰写一封标准信件。
Ste 3: 分组练习将学生分为小组，每组根据给定的情境，撰写一封相应的信件。
例如：写一封感谢信给最近帮助过自己的人，或者写一封投诉信给商家反映商品问题。
Ste 4: 互评与讨论学生完成写作后，进行小组内的互评。
每位学生阅读其他成员的信件，提出修改建议，并讨论各自的写作亮点和需要改进的地方。
Ste 5: 总结反馈教师收集各组的优秀作品，进行全班分享。
对常见问题进行点评，并给出专业的修改意见。
强调书信写作中应注意的细节问题。
教学资源- 标准信件模板- 实用短语和句型参考表- 各类书信范例作业与评价布置学生根据所学知识，独立完成一封书信的写作。
要求学生注意书信格式，语言得体，内容合理。
教师根据学生的作业完成情况进行评价，重点关注学生的进步和创新。
教师资格证考试高中英语教案模板
高中英语教案模板一、教学目标1. 知识目标：让学生掌握教师资格证考试高中英语阶段的基本语法、词汇和句型。
2. 能力目标：提高学生的英语听说读写能力，使他们能够熟练运用所学知识进行日常交流和表达。
3. 情感目标：激发学生对英语学习的兴趣，培养他们的自信心和自主学习能力。
二、教学内容1. 语法：动词时态、名词性从句、定语从句、状语从句等。
2. 词汇：生活中常见的动词、名词、形容词和副词。
3. 句型：疑问句、否定句、祈使句、感叹句等。
三、教学方法1. 任务型教学法：通过完成各种实际任务，让学生在实践中学习和运用英语。
2. 交际法：鼓励学生积极参与课堂互动，提高他们的口语表达能力和交际技巧。
3. 情境教学法：创设真实的语言环境，让学生在情境中学习英语。
四、教学步骤1. 热身活动：引导学生进行简单的英语自我介绍，营造轻松的课堂氛围。
2. 语法讲解：通过示例和练习，讲解本节课的重点语法知识。
3. 词汇学习：通过图片、实物等方式，引导学生学习本节课的关键词汇。
4. 句型练习：让学生运用所学语法和词汇进行句型练习，巩固知识点。
5. 小组活动：学生分组进行对话练习，提高口语表达能力。
7. 作业布置：布置适量的课后作业，巩固所学知识。
1. 课堂表现：观察学生在课堂上的参与程度、发音准确性、语法正确性等。
2. 作业完成情况：检查学生作业的完成质量，对错误进行纠正和指导。
3. 测试成绩：定期进行测试，评估学生的学习进度和成果。
六、教学资源1. 教材：使用教师资格证考试高中英语教材，如《高中英语》等。
2. 辅助材料：英语报纸、杂志、网络资源等，用于扩展学生的阅读和词汇量。
3. 多媒体设备：投影仪、计算机、音响等，用于展示教学内容和进行听力练习。
4. 教学挂图：用于展示语法结构和词汇图片。
5. 练习册：用于学生课后练习和巩固所学知识。
七、教学重点与难点1. 教学重点：掌握教师资格证考试高中英语阶段的基本语法、词汇和句型。
2. 教学难点：正确运用语法和词汇进行实际交流和表达。
教师资格证考试面试高中英语教案模板+逐字稿词汇课
教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课一、教学目标1. 知识目标：a. 学生能够掌握并正确使用本课引入的词汇。
b. 学生能够通过上下文线索理解和记忆单词。
c. 学生能够运用所学生词进行简单的句子构建。
2. 技能目标：a. 学生能够通过图片、语境等线索猜测词义。
b. 学生能够通过词根词缀等策略扩大词汇量。
c. 学生能够运用英语进行简单的日常交流。
3. 情感目标：a. 学生能够培养对英语学习的兴趣和积极性。
b. 学生能够培养合作意识和团队精神。
二、教学内容1. 教材内容：本课将引入高中英语课程标准规定的词汇学习内容。
2. 教学重难点：学生对单词的正确理解和运用。
三、教学方法1. 交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学词汇。
2. 情境教学法：利用图片、视频等教学资源，为学生提供丰富的语境，帮助学生理解和记忆单词。
3. 词根词缀法：引导学生通过分析词根词缀来猜测和记忆单词。
四、教学步骤1. 导入：利用图片、视频等资源，引入本课主题，激发学生兴趣。
2. 展示：教师展示本课要学习的词汇，引导学生观察单词的构成和特点。
3. 讲解：教师讲解单词的词义、词性和用法，并通过例句帮助学生理解和记忆。
4. 练习：学生通过填空、翻译等练习，巩固所学词汇。
5. 应用：学生分组进行角色扮演或情景模拟，实际运用所学词汇进行交流。
6. 反馈：教师对学生的学习情况进行总结和评价，及时反馈学生的学习成果。
五、作业布置1. 学生回家后，整理本课学习的词汇，制作单词卡片。
2. 学生结合所学词汇，编写一篇短文，展示对词汇的运用。
六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与讨论。
2. 作业完成情况：检查学生作业的完成质量，包括单词卡片的制作和短文的编写。
3. 词汇运用能力：通过角色扮演、短文写作等环节，评估学生对所学词汇的理解和运用能力。
七、教学拓展1. 开展词汇竞赛：组织学生进行词汇竞赛，激发学生的学习兴趣和竞争意识。
高中英语教资笔试作文教案模板
教学目标：1. 帮助学生掌握英语作文的基本结构和写作技巧。
2. 提高学生的英语表达能力，使他们在笔试中能够流畅地完成作文。
3. 培养学生的逻辑思维和语言组织能力。
教学对象：高中英语教资笔试考生教学时间：1课时教学准备：1. 教材或相关教学材料2. 多媒体教学设备3. 作文练习题教学过程：一、导入1. 通过简短的英语口语交流，活跃课堂气氛，引起学生对英语作文的兴趣。
2. 引导学生回顾英语作文的基本要求，如结构、内容、语法和词汇等。
二、基础知识讲解1. 讲解英语作文的基本结构，包括开头、正文和结尾。
- 开头：引出主题，吸引读者注意。
- 正文：展开论述，支持主题。
- 结尾：总结全文，强调观点。
2. 讲解常用的英语连接词和过渡词，帮助学生使文章结构更加连贯。
3. 强调语法和词汇的正确使用，确保作文的准确性和流畅性。
三、作文练习1. 分发作文练习题，要求学生在规定时间内完成。
2. 学生完成作文后，教师进行批改，并提供反馈。
3. 学生根据教师的反馈进行修改，提高作文质量。
四、范文分析1. 展示一篇优秀的英语作文范文，分析其优点。
2. 引导学生关注范文的结构、语言和表达方式。
3. 鼓励学生模仿范文，提高自己的写作水平。
五、课堂小结1. 总结本节课所学内容，强调英语作文的基本要素。
2. 鼓励学生在课后继续练习，提高写作能力。
六、作业布置1. 布置一篇英语作文，要求学生在规定时间内完成。
2. 学生完成作文后，可提交给教师批改。
教学反思：1. 本节课是否达到了预期的教学目标？2. 学生的参与度和学习效果如何？3. 教学过程中是否存在需要改进的地方？教学评估：1. 学生对英语作文的基本结构和写作技巧的掌握程度。
2. 学生在作文练习中的表现，包括语法、词汇和结构等方面。
3. 学生在课后作业中的完成情况。
高中英语书信试讲教案模板
课时：1课时教学目标：1. 让学生掌握书信的基本格式和常用表达方式。
2. 培养学生运用英语进行日常书信交流的能力。
3. 提高学生的写作兴趣和表达能力。
教学重点：1. 书信的基本格式。
2. 常用书信表达方式。
教学难点：1. 如何运用恰当的词汇和句型。
2. 如何使书信内容充实、条理清晰。
教学准备：1. 教师准备教材、多媒体课件。
2. 学生准备练习书信写作的练习纸。
教学过程：一、导入1. 利用多媒体展示一封英文书信，引导学生观察书信格式和内容。
2. 提问：同学们，你们知道这封书信的格式吗？请简要介绍一下。
二、新课讲授1. 讲解书信的基本格式：- 称呼- 问候语- 正文- 结尾语- 签名2. 举例说明常用书信表达方式：- 开头：Dear friend, How are you? I hope this letter finds you well. - 正文：I have something important to tell you...- 结尾：Looking forward to your reply. Best wishes.- 签名：Yours sincerely, [Name]3. 让学生跟随教师一起练习书信写作，注意格式和表达方式。
三、课堂练习1. 分组讨论，每组完成一封书信，内容包括：- 称呼- 问候语- 正文（介绍自己的近况，询问对方的情况）- 结尾语- 签名2. 各组派代表朗读自己组所写的书信，其他同学评价。
四、总结与反思1. 教师总结本节课所学内容，强调书信写作的要点。
2. 学生反思自己在书信写作过程中的优点和不足，提出改进措施。
五、课后作业1. 根据本节课所学内容，自己写一封英文书信，内容自定。
2. 收集其他同学的书信，互相学习、交流。
教学评价：1. 通过课堂练习和课后作业，评价学生书信写作能力。
2. 关注学生在课堂上的参与度和表现，了解学生的学习兴趣和需求。
教学反思：1. 本节课是否达到了预期的教学目标？2. 学生在书信写作过程中是否存在困难，如何改进教学方法？3. 如何激发学生的学习兴趣，提高他们的英语写作能力？。
教资面试英语教案模板高中
教学目标：1. 学生能够正确发音单词，理解关键句型的意义。
2. 学生能够运用句型在现实生活中进行交流。
3. 学生能够通过小组合作，提高团队合作意识。
教学重点：1. 词汇和句型的掌握。
2. 小组合作能力的培养。
教学难点：1. 词汇和句型的运用。
2. 小组合作中的沟通与协调。
教学过程：一、导入（5分钟）1. 利用多媒体展示一些与新闻相关的图片，激发学生的兴趣。
2. 提问：同学们，你们平时都关注哪些新闻？为什么？二、新课讲解（20分钟）1. 教师讲解课文内容，引导学生理解文章大意。
2. 教师带领学生分析文章结构，找出文章中的关键句型。
3. 教师引导学生进行单词记忆，讲解重点词汇。
三、课堂活动（20分钟）1. 小组合作：将学生分成若干小组，每组选出一个组长。
2. 每组根据课文内容，制作一份关于新闻的PPT。
3. 各组轮流展示PPT，其他组进行评价。
四、巩固练习（10分钟）1. 教师提问：同学们，你们认为新闻对于我们来说有什么意义？2. 学生自由发言，分享自己的看法。
五、总结（5分钟）1. 教师总结本节课的重点内容。
2. 教师强调新闻的重要性，鼓励学生在日常生活中关注新闻。
教学评价：1. 观察学生在课堂上的表现，了解他们对词汇和句型的掌握程度。
2. 检查学生的作业完成情况，了解他们在课堂活动中的参与度。
3. 通过小组合作展示，评估学生的团队合作能力。
教学反思：1. 教师应注重培养学生的英语听说能力，提高他们的实际运用能力。
2. 教师应充分调动学生的积极性，鼓励他们积极参与课堂活动。
3. 教师应关注学生的个体差异，针对不同层次的学生进行差异化教学。
教师资格证考试面试高中英语教案模板+逐字稿口语课
教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课一、教学目标：1. 知识目标：让学生掌握日常英语口语表达的基本句型和词汇。
2. 能力目标：提高学生的英语口语交流能力，使其能在日常生活中进行简单的英语对话。
3. 情感目标：激发学生学习英语的兴趣，培养其自信心，使其乐于用英语进行交流。
二、教学内容：1. 主题：日常生活话题2. 词汇：起床、洗漱、吃早餐、上学、放学、做作业等日常词汇。
3. 句型：介绍自己、询问他人、描述日常活动等基本句型。
三、教学过程：1. 热身活动（5分钟）：利用歌曲或简单的口语练习，让学生放松，营造轻松的课堂氛围。
2. 新课导入（10分钟）：通过图片或情景剧的形式，引入日常生活话题，引导学生用英语进行描述。
3. 课堂互动（15分钟）：分组进行角色扮演，让学生模拟日常生活场景，运用所学词汇和句型进行对话。
教师巡回指导，纠正发音并给予鼓励。
4. 巩固练习（10分钟）：设计一些简单的口语问答游戏，让学生在游戏中进一步巩固所学内容。
5. 总结与作业（5分钟）：对本节课所学内容进行总结，布置相关的口语作业，要求学生课后进行练习。
四、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及口语表达流畅性。
2. 作业完成情况：检查学生课后口语作业的完成质量，对发音和表达进行评价。
3. 小组活动表现：评估学生在小组角色扮演中的表现，关注其与合作者的互动交流。
五、教学资源：1. 图片素材：日常生活场景的图片，如起床、洗漱、吃早餐等。
2. 音频素材：英语口语练习的歌曲或对话音频。
3. 教学卡片：用于课堂游戏和角色扮演的卡片。
4. 作业模板：课后口语作业的模板，包括发音和表达要求。
注意事项：1. 针对不同水平的学生，可以适当调整教学内容和难度。
2. 在课堂互动环节，鼓励学生大胆开口说英语，给予充分的时间进行练习。
4. 课后作业的布置要具有针对性和实用性，让学生能够在生活中运用所学知识。
教师资格证面试 经典教案 超值推荐-高三英语写作Writing教案
高三英语写作Writing教案亲爱的各位老师们，为了感谢大家的支持与厚爱，特此整理了高三英语写作Writing教案模板，希望对大家的学习和工作都有所帮助。
Teaching Aims:Knowledge aim: Students will know more about argument and the information it contains.Ability aim: Students’ writing ability of argument can be improved by the end of the class.Emotional aims: Students will how to protect the environment and be willing to share their ideas with others.Teaching Key Points:The information contained in body language.Teaching Difficult Points:It’s hard to find the proof to prove their ideas.Teaching Methods:Communicative teaching method. Task-based teaching method.Teaching Procedures:Step 1 Warming-up1) GreetingT: Hello, boys and girls. How’s the weather?2) Sing a songI have a beautiful song for you. Seasons in the sun. You can sing this with me. Here we go.Step 2 Pre-writing1) Lead-inT: Today we will learn a new kind of writing-argument. Who can tell me how many parts it concludes? Yes, three. What are they? The topic, demonstration, proof.2) DemonstrationT: Please look at the PPT, and there is a argument. Let’s find their topic、 demonstration andproof. OK! Stop here, How many section in the article? What is the topic? Where can you find it? What’s the proof? Where you can find it? Try to find the format of this writing. Then I will write it on the blackboard.3) Brain-stormingT: With the development of science, many chemicals are used in daily life. Many farmers welcomed them as a great way to stop crop disease and increase production. Recently, however, scientists have been finding thatlong-term use of these fertilizers can cause damage to the land and, even more dangerous, to people’s health. How do you think of it? And why?Step 3 While-writingT: Write an argument on your textbook. Pay attention to the format, punctuation, sentence structure and tenses. You have 20 minutes to complete your argument individually. It should contain 120 words. Try your best.Step 4 Post-writing1) Self-editingT: Check your writing after you finish it.2) Peer editingT: Change your article with your desk mate and edit it. Then give him or her some suggestion.3) SharingT: Who wants to share your argument with us. Come to the front please.Step 5 Summary and homework1) SummaryT: What we have learned today? And how many parts it concludes?2) HomeworkT: Copy the article carefully, and hand it in next class.Blackboard Design:Arguement1st paragraph: describe your idea directly and clearly.2nd paragraph: give your proof to prove your idea.3rd paragraph: make a conclusion conform to your opinion.Teaching Reflection:以上就是高三英语写作Writing教案模板。
教师资格证考试-面试-高中英语-教案模板+逐字稿-写作课
教师资格证考试-面试-高中英语-教案模板+逐字稿-写作课教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿写作课教学设计思路+方案+逐字稿【注意】一般写作课涉及的文体主要有应用文、说明文、议论文等。
一般所给的材料有书、通知、广告、建议等。
首先要分析材料的文体，其次是要求仿写（一般是按照所给材料的文体格式，另选主题进行仿写）还是改写（如：将直接引语direct speech改为间接引语indirect speech）；【设计思路】写作课，我们采用PWP模式，即pre-writing、while- writing以及post- writing；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can master the basic structure/format/organization of aletter/notice/argumentation/…(2)Students will lea rn some knowledge about…Ability aims:(1)Students can improve their writing skills.(2)Students can master their skills about how to introduce…in their own words.Emotional aims:（以下内容选一/二便可）1教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students will know how to write a…Teaching difficult point:How to make students write a proper…by themselves.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in:（以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students:…②Check students’homework that I assigned in the last class:…③Share a story/saying/experience with students:…④Show students some pictures about…and ask them to think about the followingquestions:/ Play a short video to the students and ask them to think about the followingquestions during watching:Q1:…Q2:…⑤Free talk: ask students to discuss the following question and then invite some of them toshare their answers:Q:…Step 2 Pre-writing(1)Ask students to read the passage to get the main idea of it./Ask students to read thepassage to think about the following one/two questions:2教师资历证测验—口试—高中英语—教案设想思绪+计划+逐字稿Q1:…Q2:…(2)The teacher read the passage for the students and ask them to figure out the structure ofthe passage./The teacher read the passage for the students and ask them to collect some usefulexpressions about how to introduce…（普通假如所给资料是像手札、告诉、告白等如许很简单能找到花式的，此步调能够设想让同砚们总结出资料花式，如手札的花式是：称号语：salutation、注释：bodyof the letter、竣事语：ending of the letter、签名：signature；假如所给资料真实找不出花式，可让同砚们总结一些引见/描绘…的表达体式格局）Structure/Useful expressions:…(3)Discussion/Brainstorm: ask students to discuss how to…（与写作内容有关的话题）/ askstudents to discuss the following two questions.（问题要与写作内容有关）Q1:…Q2:…Step 3 While-writingGuide students to write a…（写作体裁）about…（写作的内容）by themselves in 15 minutes.Step 4 Post-writing(1)Self-editing: ask students to revise their writings by themselves.(2)Peer-editing: ask students to exchange their writings with their partners to do peer-editing.(3)Share some good writings and give comments.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是教师本人总结，让同砚总结，教师和同砚一同总结三种体式格局，普通利用后两种体式格局比力好）Homework: ask students to polish their writings and hand it in the next class./ask studentswrite anot her passage about…and hand it in the next class.Blackboard design:3教师资历证测验—口试—高中英语—教案设想思绪+计划+逐字稿【试讲逐字稿】[毛遂自荐]:Good morning/afternoon, dear judges,I’m No.X candidate applying for high schoolEnglish teacher.（有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）支解线—上面是真实的试讲逐字稿Today my topic is…, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class.How are you guys today? Great? Not bad? Glad to hear that. Me? OhI’m pretty good, thanksfor your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to havea reading class,一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in thelast class. Do you still remember it? Great, you all remember it. Yes, we learned about…. Now asfor today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you inthe last class? Yes, it is…Ok, so how many of you have prepared it? Show me your hands. OkAnna, please.（此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart.Now as for today, we are going to learn…/we are going to talk more about…4教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿③-1.Before our class, boys and girls, I’d like to share a story w ith you. After the story, youneed to tell me…（此处能够出一个题目）So please listen to me carefully.…（讲故事）So whowants to share your answers with us? Anna, please.…（Anna 的回覆）Very good, sit down,please. Now as for today, we are going to learn…/we are going to talk more about…③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefullyand please try to guess its meaning…（此处讲一个名人名言）So who wants to share youranswers with us? Anna, please.…（Anna的回答）Very good, sit down, please. Now as for to day,we are going to learn…/we are going to talk more about…③-3.Before our class, boys and girls, I’d like to share one experience of mine with you…（讲经历）So how about you? Do you have any unforgettable experience? Anna, please sharewith us.…（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn…/we are going to talk more about…④Before our class, boys and girls, let’s watch a short video/some pictures, and you need tothink about the following questions: Q1:…and Q2:…Are you clear? Ok, great, let’s start here.（寓目视频/图片，平息几秒）Well you have enjoyed the video/the pictures, have you got theanswers? Anna, you please. Oh you think…Yes, great, sit down please. How about question 2?Peter, please have a try. You think…I agree with you, sit down pleas e. Now as for today, we aregoing to learn…/we are going to talk more about…⑤Before our class, boys and girls, I’d like to ask you a question:…Anna, please have a try.Yeah,…（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great,…（Peter的回答）Now as for today, we are going to learn…/we are going to talk more about…[Pre-writing]:(1)Now please read the passage and try to get the main idea of it. I will give you 5 minutesand then share your answers, clear? Ok, let’s start here.（停顿几秒）Ok, time’s up, pleaseshow me your answers. Elsa, please.…（Elsa的回答）Is she right? Great, thank you, sit downplease./ Now please read the passage and I’d like you to think about the questions on thescreen. You should read thepassage and think about the questions by yourself first, and thendiscuss with your partners. I will give you 3 minutes and then share your answers, clear? Ok,let’s start here.（停顿几秒）Ok, time’s up, please show me your answers. Elsa, please.…（Elsa的回答）Is she right? Great, thank you, sit down please.(2)Next I’ll read the passage for you, please try to figure out the structure of aletter/notice/… or how many parts a letter/notice/… has.Please listen to me carefully.（阅读文章）You’ll have 5 minutes to think about your answers, clear? Ok, start here.（停顿几秒）Time’sup. Let’s do it together. It has…parts, and they are…（此时可以书写板书：structure:…）/Next5教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿I’ll read the passage for you, please try to collect some useful expressions and then share withus, clear? Ok, start.（浏览文章）I saw that you have underlined some words and expressions. Soshow us. Amy, show us your answers and reasons. The first sentence in paragraph 2, you mean…（把句子读一遍）this one?Yes, ok. Why? Becauseit’sa transitional sentence to show us/tellus…Well done. Sit down, please. And sent ence 2 in paragraph 3.…（把句子读一遍）Ok, good.Wow you found many useful sentences, good job. Sit down, please.（此进程当中可誊写板书：usefulexpressions:…）(3)Ok, next, I have one/two questions for you: Q1:… Q2: …（与写作主题有关的题目）Fourstudents in one group and please discuss it with your group members first, and then share withus, are you clear? Great, you will have 10 minutes, let’s start here.（平息几秒）Ok, time’s up,have you any answers? Good, who wants to have a try? Group one, who’s your representative?Ok, Lily, you please.…（Lily的回覆）Good point, sit down please. And group two? Peter, pleasehave a try.…（Peter的回覆）Excellent, please sit down. Group 3 and group 4? Great, you aregood helpers, well done.（三组四组不用逐一回覆，只需点评便可）[While-writing]:Now please write a shortpassage about …（此时可以书写板书：wr iting:…）You can writeyour composition based on the above discussion. While writing, please pay attention to thespelling,grammar, punctuation, sentence structure, logic of sentence and tenses. 15 minutes willbe given to complete your writings individually, are you clear? Ok, let’s start here.（停顿几秒）[Post-writing]:(1)Time’s up. Have you finished your writings? Show me your hands. Ok, all of you havefinished. Now please check your own writings. You should pay attention to the spelling,grammar, punctuation, clear? Ok, start.（停顿几秒）(2)Ok, have you finished revising? Good, now exchange your writings with your partners andcheck for each other. You should also revise it from the above aspects we have mentioned, ok?Good, do it now.（停顿几秒）(3)Have you done? Have you found some good writings? Can you recommend someone forus? Oh, Anna and Peter’s writings. Good, Anna and Peter, can you come here and read yourwritings with us? Ok, Anna you are the first.（平息几秒）Wow, your pronunciation is really good.And Peter, it’s your tur n.（平息几秒）Good , if you could be louder, your writing will be moreenjoyable. Thanks you, please come back to your seat.[Summary and homework]:6教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿How time flies! It’s time to make a summary. Let’s do it together.Today we havelea rned …（材料内容）and how to write a ….（写作文体）Ok good, we all did a good job in thisclass.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, after class,I’d like you to polish your writings and hand in the next class, are you clear?Ok, great, that’s all for today’s class, goodbye class, see you next time./ Well, after class,I’dlike you to write another passage about…and hand in the next class, are you clear? Ok, great,that’s all for today’s class, goodbye class, see you next time.[结尾]：That’s all for my presentation, thank you![接下来就是辩论]。
高中英语教资面试写作课干货( 统一适用的上课模板及话术)
高中英语教资面试写作课通用教学步骤1.写前开头提问：What is this mainly about? What kind of passage is it?What is the writing style of the passage?How is it organized?What aspects are included?2.写前引导分析文本格式：Choose a regular article on your book and make a comparisonBetween them, do you find anything special about this passage?So how do we organize or what is the format of this passage?3.写作前的语料准备：Since now you’ve got the format, let’s write a...on...I understand it may be a bit difficult for you to write it immediately. So let’s brainstorm first and sort out some useful information and expressions. Now please write down whatever comes to your mind. Share ideas?4.学生开始写作:We’ve got the format and content figured out. Let’s write your composition.Your composition should be around 150 words. I’ll give you about fifteen minutes. Raise your hands if you have any problems, then i will come and help you.5.学生交换批改：I see most of you have finished. Please swap paper with your deskmate. I’ll hand outa checklist. Please check coherence,spelling,format, punctuation,content and grammar according to this checklist standards.6.选择学生文章展示呈现并分析：Who would like to show your writing? Ok, let’s have a look at Anna and Josh’s articles.Feel free to give some remarks. What can we learn from their articles?Yes, we can find she’s got beautiful handwriting.What do you think? Her passage is neatly organized too. She can use diverse expressions and complicated sentences without any grammatical mistakes.What about Josh? His article follow a logical pattern of thinking. We can see he used transitioning words and phrases properly.Do you have any suggestions? Maybe we can replace basic words with more fancy words. But make sure first, you can use them right.。
教案模板：教师资格证面试高中英语万能教案模板2篇
教案模板：教师资格证面试高中英语万能教案模板教案模板：教师资格证面试高中英语万能教案模板精选2篇（一）教案模板课程名称：高中英语教材版本：根据实际教材选择课时数：1课时教学目标：1. 学生能够听懂、理解并运用课文中的重要词汇和句型。
2. 学生能够通过课文内容，运用相关语法和句型进行口头表达。
3. 学生能够在课堂上通过讨论和交流，提高英语口语表达能力。
教学重点：1. 重点教学课文中的重要词汇和句型。
2. 重点培养学生的口头表达能力。
教学难点：1. 如何引导学生充分参与课堂讨论和交流。
2. 如何提高学生的英语口语表达能力。
教学准备：1. 教师准备好课文教材和相关教具。
2. 教师准备好相关课件和讲义。
教学过程：Step 1: Warm-up (5分钟)教师通过图片、视频等方式引导学生回顾和热身，激发学生的学习兴趣。
Step 2: Pre-reading (10分钟)教师提出一个或者几个与课文主题相关的问题，引导学生思考并讨论。
教师可以使用思维导图等方式，帮助学生整理出自己的思路。
Step 3: While-reading (30分钟)教师引导学生按照课文的结构和内容进行默读，理解课文的大意和细节。
教师可以使用问题导读的方式，帮助学生更好地理解课文。
Step 4: Post-reading (10分钟)教师引导学生根据课文内容进行讨论和交流，鼓励学生发表自己的观点和看法。
教师可以使用角色扮演、小组讨论等形式，提高学生的口头表达能力。
Step 5: Consolidation (5分钟)教师通过巩固练习，帮助学生巩固课文中的重要词汇和句型。
教师可以使用填空、选择题等形式，加深学生对课文的理解。
Step 6: Homework (5分钟)教师布置相关作业，要求学生通过阅读和写作等方式，进一步巩固所学知识。
教学反思：本节课主要以阅读为主线，通过问题导读和讨论等方式提高学生的阅读能力和口头表达能力。
教师在教学中注重培养学生的思考能力和合作能力，并鼓励学生在课堂上积极发言和表达。
教师资格证高中英语试讲教案
教师资格证高中英语试讲教案教案一：书面表达教学一、教学目标1.了解书面表达的基本概念及作用。
2.学习书面表达的格式和常用表达方式。
3.能够根据给定的题目写一篇简单的书面表达。
二、教学内容1.书面表达的基本概念。
2.书面表达的格式和常用表达方式。
3.写一篇简单的书面表达。
三、教学过程1.导入新课教师利用多媒体展示一些书面表达的例子，比如请假条、道歉信等，引导学生了解书面表达的基本概念和作用。
2.呈现新课教师通过多媒体展示书面表达格式的基本要素，包括日期、称呼、正文、落款等，并讲解每个要素的具体内容和格式要求。
3.讲解常用表达方式教师通过多媒体展示一些常用的书面表达方式，并给出例句，引导学生理解和掌握这些表达方式的用法和特点。
4.练习教师给学生出一道书面表达的练习题目，要求学生根据题目要求写一篇书面表达。
同时，教师提供一些问题指导学生完成任务。
5.展示与点评学生展示自己的书面表达，教师对学生的作业进行点评和评价。
同时，教师可以选择一篇优秀作品进行展示，并给出相应的点评。
6.归纳总结教师归纳总结书面表达的格式和常用表达方式，并提醒学生记住这些要点和技巧。
7.作业布置布置相关的练习作业，要求学生进一步巩固和练习书面表达的写作能力。
四、教学反思通过本节课的学习，学生对书面表达的基本概念和格式有了初步的了解，掌握了一些常用的书面表达方式，也进行了一定的写作练习。
但是，由于时间有限，学生的实际写作能力还需要进一步提升。
因此，以后可以增加更多的写作练习和训练，加强学生对书面表达的应用能力。
同时，教师可以提供更多的实际例子，让学生更好地理解书面表达的实际作用和应用场景。
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安徽教师资格面试：高中英语信件写作教案
I.Teaching Aims:
Knowledge aim:
By the end of the class, students will know more about body language and the information remained.
Ability aims:
Students’ letter writing ability of can be improved by the end of the class.
Emotional aim:
1. Students will know how to apply this kind of short letter in real life, especially in resolving friend’s problems.
2. Students will be more interested in English learning while sharing their ideas with others.
II.Teaching Key &Difficult Points:
Key point: The information remained in body language.
Difficult point: Leading students to think of some help for friends who are in trouble.
III.Teaching Procedures:
Step1: Warming up
Welcome some students to play short play in which friends find each others’ troubles by noticing body language and then resolve problems together. That play was prepared ahead.
Step2: Pre-writing
1. Ask students to evaluate the play they had ever saw and ask them what they would do if they were the roles.
2. Play a game: think of a problem they have just met or are suffering in about 1 minute, then act it to their partners and the partner should guess what the problem is. Before announce the real information remained, they should give suggestions to help resolving problems.
3. Then redesign their own body language according to their partners’reaction.
4. Ask students to do a survey: select a classmate randomly and observe his/her body language, guess his/her problem and give suggestions. But the actors should not tell the real information behind his/her action.
5. I would show them an example letter on the screen and the usage of it. Then I would ask them to find out the format of this letter. Together with them, I would write the format on the blackboard.
Step3: While-writing
Give students some guides, such as: pay attention to the format, punctuation, sentence structure and tenses.
10 minutes would be given to them to complete their letter individually.
Step4: Post-writing
Self-editing: Ask students to check their letter according to the example on screen and then do some editing.
Peer editing: Ask students to check and edit their partners’ letter and give them some suggestions.
Share: Invite some students to share their letter at the front and I would give them some comments.
Step5: Summary and Homework
Sum up what we have learned today and show them some other articles on the screen.
Homework: Write another article together with his/her actor interviewed before.
IV.Blackboard Design
VI.Teaching Reflection
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