Teaching process of teacher recruitment interview

The so-called "lecture", as the name implies, focuses on "speaking", so first of all, we should pay attention to the naturalness of language expression in the process of speaking, and the interview is face-to-face communication, so we don't have to be too rigid in language expression, and we can't turn "lecture" into "reading class" and "reciting class", so the language communication can be a little more formal than usual, and we can choose some oral English appropriately in the process of speaking. Secondly, we should pay attention to the fluency of interlanguage between each link. Many people refer to "lecture" as "stereotyped writing" and think that lecture is nothing more than several links. If you have these links, the lecture will be a success. This view is extremely wrong. Each link is not only a few simple names, but also an integral part of our successful teaching. Teaching materials and analysis of learning situation are important prerequisites for us to interpret the text and do a good job in teaching, teaching objectives and difficulties. Teaching method is the best way for us to reach the other shore. The teaching process is a stage to show our wisdom. The design of blackboard writing is the essence of our careful refinement. If we compare these links to pearls, then interlanguage is a thread to string these pearls together. With fluent interlanguage, the whole lecture can flow naturally. Therefore, we should pay attention to the variability of interlanguage expression, not every link can be the same expression. For example, the phrase "in view of the above situation" is used in one link, so it needs to be expressed in another way in the transition of the next link. The previous link is to state the content first, and then explain the design basis, so the next link can be reversed. In short, in order to achieve the natural and smooth effect of lectures, we must make diversified expressions in language expression. When giving lectures, we should not only enrich the complete content, but also express ourselves naturally and fluently. At the same time, we should pay attention to the following problems: 1. We need to carefully write the lesson preparation draft to avoid too long and too detailed, but this does not mean that we must spend all our lesson preparation time on "writing". We should set aside some time to sort out what we have written, otherwise, we will feel embarrassed in the process of speaking. Secondly, don't be too detailed when writing. Too detailed lecture notes will produce dependence in the process of speaking, and eventually "lecturing" will become "reading lessons" according to the manuscript. Second, avoid too many buzzwords. When people are nervous, the following table shows that there are too many buzzwords in the language, such as "hmm" and "ah", and some fixed words such as "right", "right" and "so" appear many times in the process of speaking. These slogans will reduce the overall speech effect. The best way to prevent this shortcoming is to slow down your language and focus on yourself. Third, the nature of speaking without body language is not only reflected in oral language, but also natural body language is indispensable. In the process of speaking, it is forbidden to stand still with a lesson preparation draft in both hands. So it's best to take the draft in one hand and add some body language in time according to what you said. Of course, it's too late. There can't be body language, and there can't be too complicated body language, such as doing an action many times or walking back and forth frequently on the podium. Fourth, avoid explaining the lecture for no reason. Another major feature is not only to tell your own design ideas, but also to tell your own design reasons. Therefore, from the teaching goal, you should pay attention to explain the design basis of each link. Unlike the trial lecture, the audience is peers, so the reason is to let the examiner see your teaching philosophy.