教师资格证初中英语试讲经验稿

初中英语试讲经验稿

恩，首先就是穿什么的都有，正装，休闲装，甚至牛仔裤凉鞋等等，然后也没有具体要求必须着正装，考场里老师也没有提到，所以没有说规定一定正装，但是个人感觉还是稍微正式点比较好，穿个衬衫配工装裙或者黑色休闲裤也好过牛仔裤凉鞋。。。毕竟老师还是比较严肃的职业。

记得带支笔，因为备考室写教案会用到。考美术的好像备考室有准备的道具，彩纸，胶布，剪刀等等都有。。不用你自己准备了

进去考场之后，同一楼层的考生全都在候场室，然后就是抽签，本人抽到的是1号，之后便是跟着老师去抽题室，抽提排队的时候请尽量站在第一个，因为所有的1号抽完之后才回去备考室，这样你会比别人多几分钟的准备时间。

我抽到的是词汇题，给一个片段，六个单词，要求是读对话，然后讲单词，其他的两个英语试讲是语法，我看了一眼是一般将来时的时态，另一个是作文类题目。之后去备考室，这里给你也就是15分钟的准备时间，可以把自己的资料带进去，也可以手机百度，低调点，别被老师看到都是可以的。不是很严。

首先，进入考场，有三个老师，先问两个结构化的面试题目，问到的有：1，家长工作忙，认为教育学生完全是学校的责任，你怎么看？2，你怎么看待“绿领巾”事件。3，请问你对陶行知的“千教万教,教人求真; 千学万学,学做真人”怎么理解？4，同学上课一直开小差做小动作，你怎么办？恩，我知道的就是这些了。。然后就是英语试讲，试讲之后会问你1-2个关于你试讲的问题，有的可能不问，之后就结束了。记得擦黑板。。

关于教案，我们这儿是不看教案的，你拿着教案讲课，讲完交给面试老师就行，但是其实你讲完就已经打完分了，一个同学说她讲完交教案的时候已经偷瞄到自己的成绩了，我教案写的很好，结果没有计入分数，特别遗憾。

大概就是这么多，不用紧张，我在宾馆跟同学试讲的时候还紧张到发抖，真到考场上就特别淡定了，也许是抽到的题目相对来说简单点，讲的有点快，不要太快，当然也别太慢，10分钟以内讲完。

这里给大家模板作为参考，在备考室的时候你就可以这么准备了，什么教学目标，难点和重点，教学手段这些完全没必要写啊，直接切入你开讲就行了。。

试讲情态动词的语法类试讲稿：

Step 1 warming up

As we know, the 2008 Olympics is coming. Show two pictures: Liuxiang and Yaoming. Say something

about them using modal verbs.

教师展示两幅图片：刘翔和姚明，通过用modal verbs 来描述这两幅图片。Step 2 Lead‐in

T: Look at the picture, the man is carrying a pile of books. So he can carry heavy books. He wants to

enter the room, but he couldn’t open the door by himself. So he is making a request to ask for help

from the woman by saying “Could you open the door, please?”

(The teacher writes the three sentences on the blackboard.

1.So he can carry heavy books.

2. He couldn’t open the door by himself.

3. Could you open the door, please?)

T: Look at the three modal verbs in each sentence and try to get their meanings.

Step 3 Explanation

can & could

may & might

will & would

shall & should

must & can’t

e.g. can and could

1)表示能力（ability），指有能力做某事，意为“能够”。

could 是can 的过去式

e.g. The girl can dance very well.

We all knew that the young man couldn’t be a doctor.

2)表示请求（request）或允许（permission）。意为“可否”、“可以”。 Could 比can 更有礼貌，

在此不是can 的过去式。

e.g. Can you wait a moment please?

Excuse me, could you tell me the way to the station?

3)表示可能性（possibility）

a. can 表示泛指的“可能”，并非说话者主观认为的可能性，即并非说话者的主观猜测。

e.g. Accident can happen to any drunken driver.

b.表示说话者主观猜测，只能用与否定句或疑问句中。

e.g. It can’t be my father. He is now in England.

Step 4 Summing up

From the demonstration of the modal verbs above, we can find most of them can be used to

express certainty, but the degree of them is different.

Step 5 practice

1）Find all the sentences with modal verbs and explain the meaning.

1. Other celebrations were held when hunters could catch animals.

2. They lit fires and made music because they thought these festivals would bring a year of plenty.

3.…or satisfy and please the ancestors, who could return either to help or to do harm.

2）Complete the following sentences with proper modal verbs.You’ve been working all day. You ___be very tired.

(The door bell rings) I wonder who that is, it___be Lisa. She’s still in the library at this time.

It is a long time since we met last time. You ___come and see us more often. ...

3) Make a dialogue using modal verbs according to the given situation. You have to go to buy food and gifts for Spring Festival. In pairs, one as the shop keeper and the

other as the customer, offer and request the items you need. Use these expressions to help you.

Would you like …? Could I have …?

Might I suggest …? May I see …?

You should try …? Could we look at …?

Can you see …? We might take …?

Step 6. Homework

Choose one of the following situations to create a short dialogue using modal verbs.

Situation A: In a library. Ask the librarian if he can help to find a book relating to some specific

topics, whether they can be renewed or not, and how to do if the books are lost. (“Could you

please find…?”“May I …?”“You mustn’t…”)

Situation B: A doctor gives a patient some advice. (“You should…”) 这一个就是完整的试讲模板了。。

In Search of the Amber Room

Lead-in: free talk

Class begins. Good morning, boys and girls. Today we will learn a new unit together. That is Unit 2.

First of all, I’d like to share one of my experiences with you. Last summer, I visited terra-cotta warriors which are located in Shaanxi Province. It is known as the eighth wonder of the world. In other words, it is among Chinese cultural relics. Right? The scene was very magnificent. I could see thousands of life-size terra-cotta warriors and each of them had different facial expressions. As a result, I learned a lot about the history of Qin Dynasty.

Q1: Boys and girls, have you ever visited any cultural relics before? Tom, would you please have a try?

A: Oh, you have visited the Great Wall in Beijing.

Very good. Can you describe your feeling when you saw it?

A: You felt impressive and you admired the wisdom and diligence of our ancestors. Very good.

Pre-reading: predict

Yes. I totally agree with you. We can learn a lot from cultural relics. This is also our topic today. We will learn a passage about cultural relics. The title of this passage is in search of the amber room. Do you know the meaning of amber? It is a kind of jewels and it has a beautiful yellow-brown color. It is called 琥珀 in Chinese. Boys and girls, with the help of this

title, could you please tell me what will be talked about in this passage. Bob, can we have your prediction?

A: You think this passage will talk about the history of the amber room. Good. Do you agree with him? Some yes and some say no. Next, please listen to the tape carefully. After listening, please tell me whether this prediction is correct. Ready, let’s begin.

While-reading: listening----close reading

Ok. Is there any volunteer who can tell me whether Bob’s prediction is right? Lily, would you please have a try?

A: You think this passage mainly talks about how this amber room was built. Do you agree with her? Yes, well done, please sit down.

Next, let’s read this passage quickly. This time please pay more attention to the details. After reading, you are expected to answer the following question. Q1, Q2, Q3. You only have two minutes. Ready? Go!

Time is up. Have you finished? Let share answers together.

The first question, Peter, what’s your idea? Yes, you are right.

The second question, Helen, what’s your opinion? Oh, I’m afraid this is not the correct answer. Angela, can you help her?

The last question, Ok, you please. Yes, very good.

Discussion

After reading this passage, we can conclude that cultural relics are precious and they can tell us a lot about history and we are proud of all

the cultural relics in China, right? However, some cultural relics are facing the danger of being destroyed. Thus, it is of great importance for us to protect them, right? Next, we will have a group discussion. Please get into group of 6 and discuss with your group members. Try to think of possible ways to protect cultural relics. When you discuss, the group leader should take down your group members’ opinions and sum up in your own words. After discussion, we will share your ideas with all of us. You have 5 minutes to prepare. Here we go.

Time is up. Is there any group who would like to present your idea? Group 1, please. Firstly, we should improve people’s awareness to protect cultural relics. Very good. Anything else? Group 2, the government should take the responsibility to protect the cultural relics. Good. Anything more? Group 5. People should try to raise funds to restore them. Summary

Guys, you’ve done a great job. At last, let’s sum up what we have learned today. Who would like to have a try? Jenny, please.

Today, we first shared our experience of visiting cultural relics, then, we learned something about the amber room. Lastly, we discussed how to protect cultural relics.

Assignment

Thank you, it’s a really good summary. Boys and girls, here comes your assignment. First, please retell this passage to your desk mate. Secondly,

please search on the Internet to find more information about the amber room and we will share your findings next class.

Boys and girls, all of you performed well today. Thank you for your cooperation. See you next class. Class is over.

还有几个结构化面试的问题：

1.你怎么理解为人师表?

坚持高尚情操，严于律己，以身作则；

衣着得体，言语规范，举止文明；

关心集体，团结协作，尊重同事，尊重家长；

作风正派，廉洁奉公；

自觉抵制有偿家教，不利用职务之便谋取私利。

2.关于教师收入，你有什么样的看法？

【参考答案】：作为社会里的一员，我希望学校或者说政府能提高教师待遇。如果教师无需担心生活问题，那么教师就能一心一意去做教育工作。当然，教师具有更高的历史使命感，教师应该急社会之所急，应该在一切可能情况下，努力做好千秋万代的事业——教育事业。

3.为什么学生会偏科？

【参考大难】学生偏科有很多原因，我想从以下三点进行分析：

第一，兴趣。兴趣是最好的老师，一个学生如果比较喜欢哪门学科，就会比较专注那门学科，就会投入比较多的精力和实践，因此兴趣往往使学生偏科；

第二，老师。学生在课堂学习过程中的努力程度往往受到老师的个人魅力和课堂教学方式方法等方面的影响，如果一个学生喜欢一个老师讲课，那么学生可能会比较喜欢学习这门学科；

第三，环境。学生之间经常一起探讨的学科，容易使学生产生一定的偏好。

针对学生的偏科现象，我们应该采取一定的措施使学生得到全面发展：

首先，应该培养学生多方面的兴趣，使他们对各门学科都能产生学习兴趣；

其次，老师应该加强教育教学技能，增强课堂教学中的个人魅力，使学生产生学习积极性；

最后，我们应该营造一个全面发展，多科进步的良好学习氛围。

4.你同意“没有不合格的学生，只有不合格的教师”这句话吗？

【参考答案】这句话源于陈鹤鸣老先生的名言“没有教不好的学生，只有教不好的老师”，“没有不合格的学生，只有不合格的教师”是其衍生的众多“伟辞”中最为著名的一句，我认为陈老先生当初写这句话时，断然不会想到多年以后的今天会引起如此多的讨论吧！

我不完全赞同这句话。这句话说的不太绝对，造成不合格学生的原因有很多，每位学生自身条件和生活环境都是完全不同的，因此出现不合格的学生老师不能完全负责。但对老师对待资质不高和成绩不好的学生绝对不能视而不见听而不闻，任其自生自灭，对待此类学生，老师应该积极努力帮助学生找到落后原因，平时多关心，多辅导，尽快帮助学生把成绩赶上来。

5.教学是一门技术还是一门艺术，你倾向那一种看法，若两者都不同意，请谈谈你的看法？

【参考答案】我认为教学既是一门技术，又是一门艺术。教师是一门专业性很强的职业，教学需要有很深的专业知识功底，因此，教学是一门技术。而整个教学过程的设计和安排，需要智慧，整节课就是一场在教师指导下，学生进行的演出，所以说教学是一门艺术。

6.现在常常提的“以学生为本”或“以学生为主体”，你怎样理解？

【参考答案】学生是一个民族传承的希望，是一个国家继续生存、发展的灵魂所在。老师担负着重大的使命，“以学生为本”或“以学生为主体”，确保了教学最终目的的实现。

“以学生为本”或“以学生为主体”，是在教学活动中以学生为主，教师的作用是负责组织、引导、帮助和监控，引导学生学会认知、学会做事，让学生经历获取知识的过程，关注学生各种能力的发展，促进其知识与技能、过程与方法、态度与价值观的全面发展，建立学生自主探索、合作学习的课堂模式，创设和谐、宽松、民主的课堂环境。追求学习结果转向追求学习过程，真正把学生当成获取知识、发展自我的主任。“一切为了学生，为了学生的一切，为了一切学生”，切实构建“以学生为中心”的主体观。

7.激励与批评都是一种教育手段，你倾向用那一种？

【参考答案】（1）激励与批评虽然都是一种教育手段，但是起到的效果是不同的，所以用再的地方也应该是不同的，不能一味的激励，这样会使学生骄傲，不能一味的批评，这样会是学生的自尊心受打击。

（2）总的来说教育还是应该以激励为主，但必要的时候批评也不失为一种好手段。因地制宜，因材施教，激励为主。批评为辅，二者相结合才是教育科学手段。

一起用比较好，要清楚什么时候该批评，什么时候该激励，激励要以什么方式较合适。

（3）表扬是正面激励，要适度，要公正，要深入，批评是负面激励，是一种高难度教育手段，要以尊重为前提基础，态度诚恳，让学生认识到自己错误为最终目的，切不可演变为体罚或变相体罚。

（4）当今社会独生子女较多，他们多是温室的花朵，因此我更倾向激励这种教学手段。但是同时具体情况具体分析，没必要事事鼓励，学生没我们想象那么脆弱，过多习惯的“鼓励”会失去鼓励的意义。

8.“学生自己管理自己”的观点你赞同吗？

【参考答案】赞同。每个学生都希望自己在班集体中得到重视，能有所作为，哪怕这个学生的学习成绩很差，教师要敢于放手，让每个学生都发挥了自己应有的作用，体验成功的快感，激发了他们的积极性。我们应该充分相信学生的能力，教师要善于引导学生，放手让学生自己管理自己，并且要监督到位。让这群小大人在集体中发挥他们的才能，锻炼他们的能力，让他们在这个小集体的实践中学会生存本领，让他们在班级这个小天地里干出一番“大”事业。

9.许多学校为什么强调学生穿校服，除了整齐外，还有别的意义吗？

【参考答案】统一穿着校服的意义：第一，校服可以使学生在身分感上区别社会其他人，因而有了学生自身的约束力，如荣誉感、遵纪守法、文明礼貌，这些方面校服都可以起到内在约束的作用，一种象征的作用，对他们起到一种潜移默化地培养作用。第三，校服还可以减轻家长对学生服装上的投入。学生统一穿校服，利于规则意识、规范意识等职业意识的培养。

10.外国的一个教育家说过“要认识学生，要学习学生”，对这种说法你如何看？

【参考答案】随着现代教育的发展,人们越来越清醒地认识到:学生的学习是一种自主的认识过程,是学生个体将外在的知识观念转化为其内部的精神财富的过程,离开了学生自身这样一个积极的,主动的内化过程,教师任何主观的灌输都是徒劳的

11.“要给学生一杯水，教师应有一桶水。”这是人们经常提到的一句话。请你谈谈你对这句“至理名言”的认识。如果有必要，请你按照自己的想法对这句话进行改造，重新写一句。

“教给学生一杯水，教师要有一桶水”。是说相对于学生获得的“杯水”知识，教师必须拥有十倍、百倍于学生的“桶水”知识。这形象地反映了人们对教师知识存量的期望，也体现了传统社会一般的教师知识观。“学高为师”，教师要教好学生，必须要有丰富的知识，这无疑是十分正确的。

但是，如今很多人开始质疑这句话，认为要给学生一杯水，教师仅有一桶水是不够的。这只是思考的角度不同了而已，如果我们更深地去琢磨这句话。就会发现有不完美的地方。现如今，知识更新的速度越来越快，数量越来越多；知识传播途径越来越多，传播速度越来越快。在这样的社会背景下，教师知识观就必须变革，教师必须树立终身学习的观念，不断充电，与时俱进，变原来的“一桶水”为“长流水”。同时要改变过去”教书匠“的形象，用心做一名引导者。

因此，这句话可以改为“要给学生一杯水，教师要有长流水”，这也是教育观的重大变化。

12.学高为师，身正为范。对此你是怎样理解的？

答：学高为师，身正为范是一句古话，它折射的是一种教育的哲理。我认为“学高为师，身正为范。”简短数字，精辟概括出教师风范。“学高为师”说的是教师必须业务精炼，知识面广，有高超的教育教学能力。因此，教师必须具有渊博的知识，高尚的情操，海一样的胸襟……“身正为范”，指得是“教师的职业是太阳低下最光荣的事业”，担负着培养祖国未来的特殊的历史使命，在学生的心目中，教师是智慧的代表，是高尚人格的化身，教师的言行就是道德标准。因此，教育工作者的全部工作就是为人师表，即身正方能为范。身正就要诚实正直，言行一致，语言文明，仪表大方，态度和蔼可亲，教态高雅洒脱。时代在前进，形势在发展，知识也在不断更新，要努力做到“学高”“身正”，必须不断勤奋钻研，刻苦学习，加强自身修养。因此，如果我能成为一名光荣的人民教师，成为一名传播人类文明的使者，在今后的工作中一定要注重为人师表，严格要求自已，从思想作风到生活作风，从言行到举止，从心灵到外表，都应体现教师应有的文明风度和良好的精神面貌，做一个“学高”“身正”的人民教师。

13.你班一位“问题生”的家长不配合老师工作，你怎么去处理?

【参考答案】

家长不配合老师的工作，一般有许多情况。可能是他们要么忙于生计没有时间配合老师的工作，可能是他们根本不懂得怎样去配合老师的工作。也有可能是自己与家长没有沟通好。

“每一个问题学生的背后。都有一个问题家庭。”的确，随着生活节奏的加快，家长们忙于生计和生活，有的家长自己文化水平有限，对孩子的学习只能睁一只眼，闭一只眼。这就意味着教师在教育学生的同时，还要承担起“教育，’

家长的责任。为了让“问题”家长对孩子的学习负起责任，配合教师的工作，我会这样做。

首先．要给足“问题生”家长面子，让他感到被人尊重的快乐，使其愿意和我交流。比如在公开场合，我要主动先和他们打招呼，在人多的时候，总是夸他们的孩子。这样他会觉得教师在关注自己的孩子，心理便对自己的孩子有了信心。

其次，在邀请家长来学校前，一家要认真思考要和家长谈什么，怎么谈。家长都很忙，如果做老师的不经过深思熟虑就把家长叫到学校来，不仅是对学生不负责任，更是对家长时间的一种浪费。家长到校后热情招待。先询问家长孩子在家表现，再告知家长孩子在学校的情况，要表扬孩子，也要指出不足，最后告知家长学校需要家长从哪方面配合，怎样配合。同时还会定期电话回访，或者短信鼓励、指导。

再次，当家长和孩子起冲突时，严重的孩子离家出走，这时我要积极地帮助家长想办法，和他们一起解决问题，帮助他们和孩子谈心。我认为良好的家庭教育，是学校教育成功的前期。如果有专业的培训机构，把家长的培训纳入行政管理，学生家长便会接受到更为科学的教育方法。就能对孩子进行更为有效的教育和指导。

最后我们作为教师要提高自身修养，科学治班，以理服人。我们在遇到家长不配合时，也要检查一下自己，有没有不打招呼留学生在学校，让家长在家苦苦等候?有没有学生一次不带作业，让家长立刻送到学校来的行为?有没有给家长打电话时颐指气使，让家长觉得你高高在上呢……这些行为是做教师的不良行为，在自己做错的情况下，怎么能要求家长配合你。所以，作为教育工作者，要想对方之所想。推己及人，多换位思考。

14．当一个学生上课回答问题不当被大家嘲笑时，作为老师该如何处理？为什么？

1>在班上做好教育引导工作，指导学生哪些方面是值得提倡的，哪些方面是不应该做的。同学之间要互相鼓励，切莫嫉妒、打击报复和互相嘲讽。其次，在班上召开有关这方面的活动，让学生畅所欲言，谈谈嫉妒、打击报复和互相嘲讽同学提问问题的危害。通过活动，统一同学们的认识，提高同学们的合作意识，融洽同学之间的关系，学生上课回答问题的积极性就会大大提高。

2>教师要精心设计所要提问的问题,让学生感到能回答,或者跳一跳就能回答的

问题.另外,在选择回到的对象上要有得放矢.帮助学生建立信心.这样才能让学

生开口回答问题.

3>教师尊重学生，有效疏通师生情感，学生就取信于师，乐意听凭教导；教师教态亲切感人，语言幽默风趣，富有吸引力，课堂气氛就显得愉快和谐，学生就能无所顾忌，畅所欲言。相反教师高高在上，表情严肃僵硬，学生自然会望而生畏，小心谨慎地抑制自己的行为。想要让生性胆小的学生也能勇敢地举起自己的小手，教师需要将重心下移，俯下身子，多和学生谈心做朋友，做一个平易近人、值得学生信赖的老师。

4>善于“捕捉”学生的优点及时鼓励。

对学生正确的学习态度、好的学习结果应及时给予肯定，这种强化机制能激发和维持学生的学习积极主动性，增强学生进一步达到学习目标的愿望。

5>针对学生的表现具体评价。

要针对学生的表现具体评价，不能过于笼统，使学生听起来糊里糊涂的，只说一句“你真棒！”、“太好了！”“你真了不起”等类似的激励，其效果就不如具体评价的效果好。

6>鼓励方式要灵活多样。

教师或运用语言、或通过爱抚、或传递微笑、或耐心等待、或物质奖励……只有在教学中巧妙运用各种各样激励的手段，学生才能畅所欲言、兴趣盎然。

15.如果有学生在课堂上故意刁难，你该如何应对？

现在的青少年很叛逆，不会轻易听从和佩服教师，尤其是对于刚走上讲台的青年教师，他们会故意刁难老师，这就对年轻教师提出了挑战。

要想应对这样的挑战，就要求年轻教师有过硬的专业知识，对于知识上的问题，不轻易被难住。但任何教师都会有自己不明白的问题，尤其是如今这样一个信息爆炸的时代，这就要求我们做一名聪明的教师，冷静思考，巧妙处理。

面对故意刁难自己的学生，首先不可以正面回击，不可以着急，先冷处理一段时间，然后可以找其谈话，甚至可以告诉他，“老师需要你的支持和帮助，就像你也需要别人的支持和帮助一样”，用真诚打动他，并在今后的日子里，逐步树立威信。\

我考的是初中英语，面试地点在浙江大学城市学院，到场时间是2015年1月2日7:30-7:45，属于早上一批。

为了不迟到，我特地定了附近的酒店，第二天一早就等在浙江大学城市学院的1号教学楼。当时人很多，大家都自觉排起队。保安宣布能够进入教学楼时，你的面试流程就开始了。

1.排队进入侯考室。英语和语文被安排在同一侯考室，有专门的老师指导你签报到登记表并且领一个信封袋把手机放到里面（手机全程都不能拿出来，否则就算违纪），然后开始抽签。抽签纸上的序号就是考试的批次（如：抽到1的考生第一批去抽题室，以此类推），英语一批大概有10几个人（语文一批只有4-5个，因为在同一个侯考室，所以当时就觉得考英语压力山大），到时间就会有专门的带队老师来一批批领走。我抽到的序号是6，也就是第6批，因此等到了10:25才离开侯考室。侯考室有点冷，大家都希望早点考完早点结束，所以抽到前面的运气都不错。补充说一下：强烈建议考生带纸质材料，不然等待的时间太长你会非常非常无聊！

2.进入抽题室。进入抽题室不用排队，把身份证和面试准考证给在电脑前的一位老师，他就会打印出题目。（我前面一位女生运气不太好，抽到听力题。我一看她抽到听力题就马上上去当第二个，因为个人觉得听力题已经抽了，接下来一个肯定不是听力材料，最后我抽到的是对话题）。抽题结束时你就会被编号（如：A1、A2...B1、B2...）,我抽到的是C1，所以我就跟C1-C6（好像是6个人）一队去了备课室，会有一个老师带队。补充说一下：坐下来和走路的时间你都可以用来看材料，想好如何写教案。

3.进入备课室。进来要先签名，然后找位置坐下，每个人都是单人单桌，有专门的老师会给你备课纸，然后统一计时开始写教案。时间应该是有20分钟的（不

像一些人说的可能只有十几分钟之类的），我记得我写完教案还剩很长一段时间。时间一到就会被领出去，到不同的教室试讲。补充说一下：教案尽量都用英文写！

4.试讲。教室门口有编号，C1进第一个考室，C2进第二个考室，以此类推。进入考室后把两个证件都给考官，不用自我介绍（他们早就在屏幕上看到你所有的信息了），考官有三个，一般中间一个是主考官。然后你要站在讲台旁边，手上可以拿考题和备课纸（这两个刚开始不需要给考官，结束后才交），开始答题。第一步是回答两个结构化问题，一般是一个一个问，我被问到的题目是：“一个学生学习成绩不好产生厌学情绪，甚至扰乱课堂，作为老师，你应该怎么做？”、“一个学生当面指责你的过失，你会怎么做？”。答完问题后就可以进入第二步试讲了，试讲也要求全英文。我抽到的对话题是有关animals，全篇就几句话，大致意思是表达对动物的喜欢以及如何描述动物。我走上讲台假装跟同学们问好之后就开始正式上课，导入时我用了几个有关于动物的谜语，好像考官挺满意的，接下来就是各种内容陈述。我本身语速就很快，加上紧张语速好像更快了，互动环节也不是很多，结果剩下超多时间，考官都特别惊讶（哎，我现在都特别后悔，心里各种忐忑）。由于剩的时间很多，他们只好问我一个问题，我记得中间一个考官问的大致是：“你上的是对话课，你如何呈现这节课的重点？”她是用中文问的，所以我就用中文答了。我出来的时候有一个女生说他们考官用英文问的问题，所以我觉得无论考官用中文还是英文，都建议考生用英文回答！事实上，答辩问题不一定都有，有的考生就没有被问到，具体看考官心情。试讲环节时间要把握好，最好一堂课能够完整的上下来。还有，记得要适当板书，并且答题完以

后别忘记檫黑板。最后，在出来之前必须把考题和备课纸都交给考官，她会还给你身份证和准考证，也就是你出来时只能带出这两样东西。

5.出考场。考完你就解放了，吃喝玩乐去吧。

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Teaching Plan Teacher: Target Audiences: second-year college students of non-English major Material Selection：Looking for a job after university?First, get off the sofa from New Standard College English, Text A, Unit 1, Book 4 1. Teaching material 1. To promote the students to know the individual examples of job searching and problems after graduation. This unit is intended to provide some effective suggestions of finding a job for the undergraduates. After learning it, students are expected to understand the present employment condition and make necessary preparations for their future job hunting in advance. 2. Scan the text and understand the structure and useful expressions. 2. Time allocation 1st period: careful explanation of words and expressions 2nd period: understanding the text 3rd period: post-exercises and extensive exercises 3. Teaching aims Knowledge objects To study the usage of new words and phrases. To make the Ss know how to understand the word meaning from the aspects of the text context. To finish some exercises. Ability objects To develop t he Ss? abilities of speaking, reading and writing. Focus on ability of speaking. 4. Key and difficult points Key point: how the parents should do when helping their sons or daughters find a job. Difficult points: 1. usage of new words and expressions; 2. organizing a talk about the experiences of finding jobs by their own words. 5. Teaching approaches 1. Students centered approach 2. Group discussion Teaching procedures 1. Background Information: asking the students thinking about a question: what was the social background in the year of 2008 to 2009? In 2008-2009, because of the global financial crisis and the recession, many employers were reducing their workforce. So for the graduates in that period, finding a job became harder and harder. After their final exams, some students rested in the summer before looking

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(T r a n s l a t i o n) People’s Republic of China Teacher’s Qualification License Teacher's Qualification Certificate is a legal reference granted by the state to those who are qualified for teaching position. Any teaching personnel in any and all schools or other institutions shall bear this Certificate. Ministry of Education of People’s Republic of China (seal)

Certificate Holder: *** Gender: ** Date of Birth: *** Nationality: * ID No.: 3**** Qualification Category:Qualification for Teacher in Higher Education Teaching Subject: Electrical Engineering and Automation Certificate No.: *** According to regulations in T eacher’s Law of People’s Republic of China and Regulations on the Qualifications of Teachers, *** is approved to be granted for a teacher of Higher Education. Approving Office (seal): Department of Education of ** Province (seal) ***

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