①面试考什么？

②具体的考试流程是怎样？

▼

面试考试内容及备考建议

总的来说，面试考核由三部分组成

结构化—试讲—答辩01

结构化问答

结构化问答考察考生作为老师所应该具备的基本师德和教育机智，是否具有正确的教育理念、掌握正确的教育方法。作为面试的第一环节，它在很大程度上影响了考官对你的第一印象，重要性不言自明。

题型主要有7类：职业认知、人际关系、应急应变、计划组织、综合分析、时政热点。结构化整体难度不大，掌握点题、析题、解题的思路，会举一反三即可。

* 备考建议：

1、先背模板，主要背各类题型的经典真题

2、反复套用，了解答题逻辑，举一反三

3、表现自己，像人际关系、应急应变类题型不能死板套模板，要结合自身特色

4、平时多练习如何答题，以免考场中过于紧张而回答不上

02

试讲

试讲是整个面试的重中之重，这个环节能决定你是否通过考试。主要分为7部分：开场白—导入—讲授新知—巩固练习—课堂小结—布置作业—板书设计。

每位考生抽取的题目都只是课文的片段或某个知识点，但你需要在20分钟内快速思考该课内容，以及按逻辑梳理讲课内容，将它写出来。之后尽量在8分钟内讲你的内容以“表演”的方式表达出来，这不光要求你有备课能力和知识存储，还要你能够顺畅的把这些知识传递给学生。

* 备考建议：

1、背教案模板，熟练运用模板后可节省备课时间

2、掌握每个环节的设计思路和技巧

3、反复练习，可以写逐字稿以及进行试讲模拟

03

答辩

在试讲结束后，考官会根据试讲情况，提问2道问题并要求你回答，时长一般限制在5分钟以内。答辩的内容因人而异，一般是试讲内容的延伸。重点考查内容如教案设计的环节、教师职业理念，一般考查内容如考生的基本信息是否有教育教学经验，学科专业知识，考生的课程设计理念等。

* 备考建议：

1、背答题模板，熟悉答题的逻辑

2、对自己的讲课内容要充分熟悉，因为很可能问到试讲的内容

3、提升自己专业知识，这也是容易考查到的

面试具体流程

01

候考

1️⃣考生进场：考生持准考证、身份证等相关材料，进入候考室。

2️⃣身份核验与资格审查：监考教师逐一核验考生的准考证、身份证等材料原件，组织考生签到，记录缺考考生名单。

3️⃣诚信教育：宣读《面试考生守则》、《国家教育考试违纪处理办法（摘录）》和注意事项，发放《面试程序》。

4️⃣分组抽签：按照考生报考学段、报考科目以及面试室设置等情况，对考生进行分组，组织考生进入抽题室进行抽题。

02

抽题

1️⃣监考教师根据考生分组抽签的顺序号，并依据面试室测试进程情况，每隔20分钟左右，分批次叫号考生进入抽题室。

2️⃣核对考生基本信息与考生清单是否相符，组织考生签到，提取系统中考生信息。

3️⃣指导和协助考生登录面试测评软件系统，告知考生抽题与报考学段、科目一致，指导和监督考生抽取面试试题（幼儿园类别考生从抽取的2道试题中任选1道）、打印面试试题清单。

4️⃣待该批次考生抽题结束后，统一发放备课（活动设计）纸。

5️⃣考生携带准考证、试题清单、备课（活动设计）纸前往备课室。

03

备课

1️⃣考官核对考生基本信息与考生清单是否相符，组织考生签到，提前请考生将禁带物品（包括教材）放置指定位置。 

2️⃣考官安排考生座位，发放备课（活动设计）草稿纸。 

3️⃣写教案时间20分钟。

4️⃣备考满15分钟时，考官会提醒考生备课剩余时间5分钟。5分钟后宣布备课结束时间已到，考生停止备课。

04

结构化

1️⃣考生将准考证、试题清单呈交面试考官。

2️⃣面试考官通过面试测评系统从试题库中随机抽取2道规定问题，告知考生问题并要求考生开始回答。时间5分钟左右。

3️⃣面试考官根据考生表现，做相关评分记录。

4️⃣考生回答完毕或回答问题超时，面试考官提请考生开始试讲。

05

试讲

1️⃣考生开始试讲（演示）时间10分钟。

2️⃣面试考官根据考生表现，做相关评分记录。

3️⃣考生试讲（演示）超时，面试考官提请考生结束试讲，开始答辩。

06

答辩

1️⃣面试考官根据考生试讲情况，提出2道问题并要求考生回答，时间5分钟左右。

2️⃣面试考官根据考生表现，做好相关评分记录。

3️⃣考生答辩后将教案（活动演示方案）呈交面试考官，及时离开面试室。

面试6大救场技巧!

1.忘记板书

由于紧张，考生或许会忘记板书。当进入状态后，放松的状态下会发现自己的疏忽。这个时候怎么办?是生硬地添加上去还是完全对其置之不顾?都不是，考生可以采用填空法，借助学生不动声色地添加上去。

2.说错知识点

如果考生立即意识到自己说错了知识点，可以追问学生自己说的对吗?例如：英语授课时，教师说出“What does him have”这样的错误知识点，就可以直接询问学生：“Boys and gir1s，what does himhave or what does he have?”这样就可以直接改正错误。

如果自己讲错却没有意识到，过了很长时间才发觉，可以借着举实例来巧妙地说自己故意犯下的错误，这也是一种应急的手段。记住，犯了错，不能直接就笑着说错了，也不能遮掩带过去，要机智解决!

3.板书时间长

有时候，我们会遇见很长的课文题目，书写时会浪费很多时间。这个时候，学生会在下面做小动作，不注意听讲。为杜绝这种情况出现，教师最好能够在书写途中巧妙地停顿下来，让学生再次说出题目，接着板书，这样做的目的是吸引学生的注意。

4.笔画笔顺错误

多数考生本身并不能保证自己文字书写的规范性。如果自己的笔画笔顺很不正确，建议考生要扬长避短，可以利用其他手段来展示。

5.紧张忘词

很多考生进入考场，由于过于重视而变得紧张，以至于忘记讲课内容。这种情况出现时，建议考生抛出问题让学生思考，或者让学生朗读。在这段时间内，考生可以调整自己的心态。

提醒考生：千万不要停下来默不作声，或吐舌头做鬼脸，如果错得比较严重，应该在适当的时候进行更正并道歉：“对不起，刚才我太紧张了，好像说错了话，我的意思是……不是……请原谅。”说错话并不可怕，可怕的是一说错话就影响了自己的情绪，导致发挥不正常。说错话不要放在心上，只要影响不大就接着说下去。考官更看重的是试讲的流利度以及考生对课堂的把控能力。

6.把握时间

通常试讲都有严格的时间限制，所以考生需有较强的时间观念，控制教学节奏。可以借着板书的时机，巧妙地看向手表。考生也可以说：“下面给同学们×分钟的时间自由思考(朗读)。”抬起手臂自然地计算时间。

英语(小初高)试讲课案汇总

今天更新21上“英语学科”面试真题，后面会继续连载，希望大家密切关注！

小学英语

1.题目：Animals2.内容：elephantmousesquirrelpigbirdbear3.基本要求：（1）试讲时间10分钟；（2）运用游戏操练生单词；（3）有适当板书。

词汇课教案
Teaching Plan AnimalsITeaching  AimsKnowledge  AimStudents master key words and expressions concerning animals such aselephant, mouse, squirrel, pig, bird, bear.Ability AimStudents can use words and expressions to communicate freely both in class and in life.EmotionalAim:Students will be more interested in learning English and learn to love animals.
II.Teaching Key & Difficult PointsTeaching Key Point:Students master the pronunciation and usage of key words and their usage.TeachingDifficultPoint：Students use words to talk different animals freely.

III.TeachingMethod:

Communicative approach，Task-based teaching method

IV.TeachingAids:

PPT, Blackboard

V.TeachingProcedures

Step1Lead in

After greeting students，

the teacher and the students sing the chant together “Look, look, whatcan you see? I can see the tiger watching TV;Look, look, what can you 

see?

I can see the monkey drinking tea; Look, look, what can you see, I can see the bird flying in the tree.”

Then the teacher asks students do you want to know more informationabout animals to lead in the topic.

Step 2 Presentation

Teacher presents some pictures of the new words about different animalson the PPT, and then explains relevant words to them in detail in the aspects of pronunciation, spelling, and meaning. 

Step 3 Practice

1.Flashcard Game

Students are divided in to several groups, and then the teacher shows the flashcard swith pictures to them.

The words should be interpreted in the aspects of pronunciation，

spelling, and meaning.The groups saying the most words will be given a reward.

2.Roleplay

①Students listen to the tape and answer this question:

What animals can you hear from the dialogue?

②Students role-play the dialogue themselves,

using the words and expressions they just learned.

Step4 Production

Students make a survey about “What is your group member's favouriteanimal?”

The group leader uses the table to write down their answer. Then theyshare the results with the class.

Step5 Summary&Homework

Teacher and students summarize together.Students write a passage about what their friends or parents would like to eat or drink.

VI.BlackboardDesign

小学英语

1.题目：听力教学试讲2.内容：When I grow up, I’m going to do what I want to do. I’m going to move somewhere interesting. Paris sounds like a city that I could enjoy. There are lots of art exhibitions there. I want to be an artist. So how am I going to do it? First, I’m going to find a part-time job for a year or two and save some money. Then I’m going to be a student at an art school in Paris. And I’m going to study French at the same time. Next, I’m going to hold art exhibitions because I want to travel all over the world. One day, I’m going to retire somewhere quiet and beautiful.

3.基本要求（1）朗读所给段落；
（2）配合教学内容适当板书；（3）针对所给材料的内容，设计理解细节的听力教学活动；（4）试讲时间约10分钟；（5）用英文试讲。

试题解析—教案
Teaching objectives:1. All students could understand the main idea of the passage properly.2. Most students could get the main information about the teachingmaterial by pre-listening, while-listening and post-listening.3. Through the learning of this class, students should workhard for their future and keep a positive attitude towards future life.
Key points:1. Cultivate students’ listening skills of pre-listening, while-listeningand post-listening.2. Grasp the detailed information of the listening material and be ableto summarize the main idea.
Difficult points:Teaching difficult points are to help students to know that they shouldwork hard for their future and keep a positiveattitude towards future life. What’smore, it is also difficult to improve students’ ability of putting the newphrases and sentence pattern into actual use.

TeachingProcedure:I. Lead-inFree talk with studentsabout their future plans, including career and life.II.Pre-listeningPresent studentssome pictures about Paris. Ask students what they think about this city andwhether they want to go there in the future. Invite several students to makepredictions about the listening material. III.While-listening 1. Play thelistening material for students. Students try to summarize what the passage isabout.2. Students listenagain and take some notes while listening. Then, invite students to answer thefollowing questions.(1) What does theauthor want to be?(2) How is he/shegoing to achieve his/her goal?(3) Where ishe/she going after retirement?3. Play the tapeagain and ask students to make an outline for the author’s steps to achieve thegoal.
IV.Post-listening1. Students workin groups to talk about their future plans.2. Students writea short passage named “My future plan” and the teacher invites several studentsto make a speech in front of the class.
V.SummaryStudents summarizewhat they have learnt in this lesson and the teacher gives supplements ifnecessary. Encourage students to work hard for their future and keep a positiveattitude towards future life.
VI.HomeworkStudents polishtheir passage and improve their speech after class. Invite some students toshow in front of the class.
VII. Blackboard Design

试题解析—试讲稿Step1. Lead-inT: Class begins! Hello, boys and girls! How are you today?S: …T: Well, not bad. I am glad to hear that. Before today’s class, I have somethingto show you. Look, who is he?S: …T: Yeah, he is Yang Liwei. He is an astronaut. When I was young, my dreamcareer was astronaut. I do think it is a meaningful work. That is my futureplan. How about you? Your career or your life? You can have a talk with yourclassmates. I’ll give you three minutes. You can begin now.S: …T: Who wants to share your plan with us?S: …T: Wow, Lily, you want to be a teacher in the future. It sounds awonderful idea. Any others?S: …T: Oh, John, you are going to be a doctor. Great! Thank you! I see all ofyou have your own future plans. Today we will learn about one’s future plan.
Step2. Pre-listeningT: Boys and girls, look at the pictures on the screen. Do you know whichcity it is?S: …T: Yeah, it’s Paris. How do you think of the city?S: …T: It is a city with a long history. And there are many beautifulbuildings here. Do you want to go there in the future?S: …T: I hear many students say yes. I want to go there too. Now, I haveanother question for you. Can you predict the passage according to the picture?OK, Bob, please.S: …T: You think it will talk about the history of Paris. That is a goodguessing.
Step3. While-listeningT: Let’s listen to the tape to check whether your guessing is right ornot. Please listen to the tape and you should summarize what the passage isabout. OK, what is the passage mainly about? Who wants to have a try? You,please.S: …T: It is about author’s future plans. Great, you got the right answer.You all did a good gob. Then there is a harder task for you. Please listen tothe tape again. This time you should listen carefully and you will answer somequestions on the blackboard. You can discuss with your partner. It is a goodidea to write down the information that you have heard. Are you clear? Start!S: …T: Stop here. The first question: what does the author want to be? That’san easy question. Say it together.S: …T: Wonderful! The author wants to be an artist. The next one: how ishe/she going to achieve his/her goal? Who knows the answer?S: …T: Yes, he is going to find a part-time job to save some money. And he isgoing to be a student at an art school in Paris. Well done! But your answer isnot complete. Who can help her? Great! Alice, you are a brave girl!S: …T: Right, he is going to study French at the same time. Thank you! Let’smove to the last question: where is he going after retirement? Any volunteers?S: …T: Perfect! He is going to retire somewhere quite and beautiful. Youreally listen to the tape very carefully. You have finished the questions onthe blackboard. Excellent! Now the last challenge. Listen to the tape for thelast time. And you should try to make an outline for the author’s steps toachieve the goal. Five minutes limit.S: …T: Who wants to share your outline with us? Jill, come here.S: …T: Your mind map is very clear. It is easy for us to get information fromit. Thank you, go back to your seat. You all did a good job. And I want tothumb up for you guys.

Step4 Post-listeningT: Next, I want you to do an interview. Four groups as before. Everygroup has a little journalist. You should interview the other members abouttheir future plans. The journalist should make a record. After that, you shouldwrite a short passage named “my future plan” and I will invite some of you tomake a speech in front of the class. Got it? You can begin now.S: …T: Be attention, time is up. If any group wants to perform in front ofthe class? Come on. Yeah, group 1. Come here.S: …T: David is going to have a farm in the future. It sounds interesting.And I like your voice.
Step5 SummaryT: So much for this class. Everyone did well today. Congratulations toyourselves! What we have learned today? Could my representatives do a summaryfor us? We learned about future plans. Guys, you should work hard for yourfuture and keep a positive attitude towards future life.
Step6 HomeworkAfter class, remember to review the newknowledge we have learned today. In the meantime, you should polish yourpassage and improve your speech. Next class I will invite some students to showin front of the class. Class is over. See you next time. BlackboardDesign

初中英语

1.题目：Festivals around the world.2.内容：Festivals and celebrations of all kinds have been held everywhere since ancient times. Mostancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.
Sometimes celebrations would be held after hunters had caught animals. At that time people would starve if food was difficult to find, especially during the cold winter months. Today's festivals have many origins, some religious, some seasonal, and some for special people or events.
Festivals to Honour People Festivals can also be held to honour famous people .The Dragon Boat Festival in China honours the famous ancient poet. Qu Yuan. In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New World. India has a national festival on October 2 to honour Mohandas Gandhi，the leader who helped gain India's independence from Britain.
Harvest FestivalsHarvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter and the agricultural work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals.Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster. China and Japan have mid-autumn festivals, when people admire the moon and in China, enjoy moon cakes.

3.基本要求:(1)配合适当板书;(2)针对段落内容，设计适当的阅读教学活动;(3)针对黑体单词进行单词讲解。(4)全英试讲十分钟左右。

阅读课教案

Teaching Plan

Festivals around the world

I. Teaching AimsKnowledge Aim: Students can master new vocabularies like: origins, religious, gather, admire and so on and get familiar with the cultural differences and customs reflected in festivals indifferent countries.
Ability Aim: Students can improve their skimming and scanning ability and they can use some expressions they have learned in today's lesson to talk about festivals and celebrations correctly in their daily life.
Emotional Aim: Students’ cooperative and communicative abilities will be improved and they would increase their cultural awareness.
II. Teaching Key & Difficult PointsTeaching Key Point: Students will get to know the festivals of different countries, further understand the cultural differences reflected by different festivals.
Teaching Difficult Point: Students can improve their skimming and scanning ability, talk about other festivals and activities with the vocabulary they have learned and can increase their cultural awareness.
III. Teaching Method: Communicative approach; task-based teaching method
IV. Teaching Aids: PPT, Blackboard
V. Teaching ProceduresStep 1 Lead-inAfter greetings, the teacher will show a short video of some traditional Chinese festivals.
Then teacher has a free talk with students: Do you know any folk stories about these festivals?
Students may give the answer like the story of Chang E flying to the moon and Qu Yuan, then teacher lead in the topic.
Step 2 Pre-readingTeacher leads students to talk about some foreign festivals and their origins and customs.
Then students make a prediction according to the title and picture on the textbook.
Step 3 While-readingStudents read the passage twice.1. Global readingFor the first time, students will read quickly and identify the main idea.Students may get the answer like:Festivals are celebrated all around the world for some special meaning.
2. Detailed readingFor the second time, students will pay attention to the details. Students would read again and finish the table on the blackboard and answer the questions: How do people celebrate this Harvest Festivals in European countries?
FestivalstoHonourPeople

Step 4 Post-readingGroup work: students would be divided into 4 groups. They should discuss in groups to talk
about this question: What festival customs have already faded away? Then the group leaders will be invited to finish the table on the blackboard and 10 minutes later, some groups would be invited to share their fruits in class. At last, the emotional aim would be emphasized.
Step 5 Summary & HomeworkTeacher and students summarize together.A fter school, students should surf on the Internet to find out other folk stories, different festivals and customs and share in class next time.
VI. Blackboard Design

初中英语
 一、考题回顾

 
二、考题解析初中英语《Charity》主要教学过程及板书设计
教学过程

Step 1 Lead-in    

Free talk: Ask students to talk with their partners about two questions and make a chart including each other’s sports and time:   

Q1: What kind of sports do you like and why?    

Q2: When did you start to…? Share some interesting stories during the process.    

Step 2 Pre-listening    

Discussion: Divide the whole class into several groups and discuss over the following questions:    

Q1: What kind of ways of raising money can you see in your daily life?  Q2: Have you ever joined in some meaningful activities or done some things which were used to raise money? If any, share with us.   

Q3: What do you think is the most effective way in raising money? Share some detailed information.    

Step 3 While-listening 

1.Ask students to listen to the passage for the first time and think about two questions:   

Q1: What kind of article it is?    

Q2: What does it mainly talk about?    

2. Ask students to listen for the second time carefully and answer the following questions:    

Q1: Why are students skating?   

Q2: How much money can they raise for one hour’s skating?   

Q3: How long have been Sam and Lu Ning skating?    

Q4: How much money together has been raised by skaters mentioned in the passage?   

3. Ask students to listen for the third time and see whether they have got the right answers or not. Pay attention to the intonation and rhythm of the news reporter and try to read with the tape.    

Step 4 Post-listening   

Task 1: Ask students to underline some new words and all the structures of the present perfect progressive tense and try to guess the meaning of the new words and figure out the rules of the present perfect progressive tense. 

Give them some help if necessary, for example, give out some examples. 

At last, summarize the rules of the present perfect progressive tense together.    

Task 2: Do a competition: 

Show students some video clips about sports matches and ask them to act as news reporters to report the news. During report, try to use the present perfect progressive tense to express. Compete with the whole class and select the best reporter. The best one can be given some rewards.    

Step 5 Summary and homework    

Summary: 

Ask students to make a summary about what we have learned together to end up the class.    

Homework:    1.Use the information in the chart which is asked to make at the beginning of the class to make sentences with the present perfect progressive tense.    
2. Think about what we can do in our daily life to make contribution to our charity and share with the class next time.    

板书设计

高中英语
1.题目: Adverbial clause of result2.内容:The boy is so young that he can't go to school.He is such a young boy that he can't go to school.
3.基本要求:1)配合适当板书;2)针对内容，设计语法教学活动:3)全英试讲十分钟。

Adverbial clause of result教案

Teaching Plan Adverbial clause of result
I. Teaching AimsKnowledge Aim: Students can know the basic usage of adverbial clause of result.Ability Aim: Students will be able to talk about reason and consequence.Emotional Aim: Students will improve the interest of learning English and be willing to show.
II. Teaching Key & Difficult PointsStudents can understand the meaning of adverbial clause of result and know how to use it.
III..Teaching Method: Communicative approach; Task-based teaching method
IV. Teaching Aids:PPT, Blackboard
V. Teaching ProceduresStep 1 Lead-in1.Greeting students.2. Students review the adverbial clause of condition and lead in the new class.
Step 2 Presentation1. Teacher asks students to read the passage and find out the reason why...2. Then students focus on how the reasons and consequences are connected in a sentence.Students can look at the key sentences and find the structure to express result.3. Emphasis will put on the usage of such (a/an) ... that.... so... that...

Step 3 Practice1. Fill in the blanks:l)He is__smart___he can give the answer in the blink of an eye. (so that)2) Mr. Wu is___good teacher____ all his students adore him. (such that)3) It was _____hot a day that he wanted to go swimming. (so)2. Transformation: change two sentences into one.
Step 4 ProductionPicture-talking: Students look at the pictures and describe them with adverbial clause.
Step 5 Summary & HomeworkSummary: Teacher and students summarize together.Homework: students write and expository article of their favorite animal and use adverbial clause of result to describe it. For example: The nose ofa dog is so sharp that it can be used to detect drug at the airport.
VI. Blackboard Design

高中英语

1题目: Body Language2.内容:We use body language to express our thoughts and opinions in our interactions with other people. We can learn what people are thinking by watching their body language. Just like spoken language, body language varies from culture to culture. For example, looking into the eyes is a way to display interest. In other countries, eye contact is not socially permitted in the mid-eastern countries. In Japan, it might be rude. The gesture“ok” has different meanings. In Japan, it means money. In France, a person seeing an identical gesture may interpret it as meaning zero.
3.基本要求:1)配合适当板书;2)针对内容，设计语篇阅读教学活动;3)全英试讲十分钟。

Teaching PlanBody Language
I. Teaching AimsKnowledge Aim: Students can know the different meanings of body gestures and learn new words.Ability Aim: Students will be able to grasp the detailed information by searching key words.Emotional Aim: Students will know the cultural differences and how to communicate with different people.
II. Teaching Key & Difficult PointsStudents can understand the passage and know more strategies of transcultural communication.
III.Teaching Method:Communicative approach; Task-based teaching method
IV. Teaching Aids:PPT, Blackboard
V. Teaching ProceduresStep 1 Lead-in1.Greeting students.2.Ask students to greet each other with gestures.
Step 2 Pre-reading1. Discussion: What gestures do you know?2. Which gesture is commonly used around the world?

Step 3 While-reading1. Can you understand what people are thinking by their body language?2. What similarity do body language and spoken language have in common?3. Should you look into the eyes of people if you are in Japan?4. What does the“OK" gesture mean in Japan and France?
Step 4 Post-readingRole-play: mime performance. Other students guess.
Step 5 Summary & HomeworkSummary: Teacher and students summarize together.Homework: search on the Internet some interesting body gestures and how they are used.
VI. Blackboard Design