classroomlanguage-2
student engagement in the language classroom
Student Engagement in the Language ClassroomIntroductionIn the language classroom, ensuring student engagement is crucial for effective learning and language acquisition. When students actively participate and are fully engaged, they are more likely to grasp and retain the language skills being taught. This article aims to explore various strategies and techniques that teachers can employ to enhance student engagement in the language classroom.The Importance of Student EngagementEngaged students are more motivated, attentive, and involved in the learning process. When students feel connected to the material and have the opportunity to engage with it, they are more likely to develop a genuine interest in the subject matter. This not only enhances their language learning experience but also paves the way for higher academic achievement.Strategies to Enhance Student Engagement1. Create a Supportive Learning Environment•Establish a positive classroom atmosphere where students feel safe to express themselves and take risks.•Foster a sense of community and encourage collaborative learning among students.•Personalize the learning experience by showing genuine interest in each student’s progress and individual needs.2. Incorporate Active Learning Strategies•Use interactive activities such as role-plays, debates, and group discussions to engage students in meaningful language use.•Utilize technology tools like educational apps, language learning platforms, and multimedia resources to enhance engagement.•Encourage project-based learning and provide opportunities for students to take ownership of their learning process.3. Use Varied and Authentic Materials•Introduce a variety of authentic materials such as songs, videos, and news articles to expose students to real-life language use.•Incorporate cultural elements and bring in guest speakers to provide a more authentic language learning experience.•Tailor materials to students’ interests and learning styles to boost engagement and motivation.4. Provide Immediate Feedback•Offer timely and constructive feedback to help students gauge their progress and identify areas for improvement.•Implement peer evaluation and self-assessment techniques to encourage students to take an active role in their learningjourney.•Emphasize the growth mindset and highlight the value of learning from mistakes.Benefits of Student Engagement1. Improved Language AcquisitionEngaged students are more likely to actively listen, speak, read, and write in the target language. Regular and meaningful language practice develops fluency and proficiency more effectively.2. Enhanced Motivation and RetentionWhen students are engaged, they are more motivated to participate, learn, and retain the language skills. This intrinsic motivation leads to long-term language learning success.3. Development of Critical Thinking and Communication SkillsEngagement fosters the development of critical thinking and communication abilities. Students actively analyze, interpret, and articulate their thoughts, thereby enhancing their language skills.4. Boosted Classroom Participation and CollaborationEngaged students are more willing to participate in classroom activities, contributing to a dynamic and interactive learning environment. Collaboration among students facilitates peer learning and improves overall language proficiency.ConclusionStudent engagement plays a crucial role in the language classroom. By creating a supportive environment, incorporating active learning strategies, using authentic materials, and providing feedback, teachers can enhance student engagement and lead students towards successful language acquisition. These efforts result in improved motivation, retention, critical thinking, and communication skills, ultimately creating a more effective language learning experience for students.。
英语教研活动主题发言稿(3篇)
第1篇Good morning/afternoon! It is my great honor to stand before you today to deliver a speech on the theme of "Enhancing English Language Teaching and Learning in Our School." As educators dedicated to the field of English language teaching, we are constantly striving to improve our skills, update our methodologies, and create a conducive learning environment for our students. Today, I would like to discuss some key areas where we can focus our efforts to enhance the quality of English language education in our school.IntroductionThe importance of English language proficiency in today's globalized world cannot be overstated. English has become the lingua franca in international communication, business, science, and technology. Therefore, it is our responsibility as educators to equip our students with the necessary skills to thrive in an increasingly interconnected world. To achieve this goal, we must be proactive in identifying areas of improvement and adopting innovative teaching strategies.1. Understanding the Needs of Our StudentsThe first step towards enhancing English language teaching and learning is to understand the diverse needs of our students. We must recognize that our students come from various linguistic backgrounds, with different learning styles and abilities. By conducting thorough needs assessments and individualized learning plans, we can tailor our teaching methods to cater to these unique requirements.- Linguistic Proficiency: We should assess the students' current level of English proficiency and identify areas where they need additional support. This could include grammar, vocabulary, listening, speaking, reading, and writing skills.- Learning Styles: We should be aware of the different learning styles present in our classrooms, such as visual, auditory, and kinesthetic learners. By incorporating a variety of teaching techniques, we can cater to these diverse needs and enhance engagement.- Cultural Sensitivity: It is essential to foster cultural sensitivity and awareness among our students. This can be achieved by incorporating culturally relevant materials and activities into our lessons.2. Updating Teaching MethodologiesTo keep up with the rapidly evolving field of English language teaching, we must continuously update our methodologies. The following strategies can help us achieve this goal:- Technology Integration: We should embrace technology as a tool to enhance our teaching. This could involve using educational apps, online resources, and multimedia materials to make our lessons more interactive and engaging.- Project-Based Learning: Project-based learning encourages students to apply their knowledge in real-world contexts. By working on group projects, students can develop critical thinking, problem-solving, and collaborative skills.- Flipped Classroom: The flipped classroom model allows students to watch instructional videos at home and spend class time on activities that promote deeper understanding and application of the content.3. Professional DevelopmentContinuous professional development is crucial for educators to stay abreast of the latest trends and best practices in English language teaching. The following activities can contribute to our growth:- Workshops and Seminars: Participating in workshops and seminars on topics such as curriculum development, assessment strategies, and classroom management can provide us with valuable insights and practical tools.- Peer Observation: Peer observation sessions allow us to learn from each other's strengths and identify areas for improvement. By providing constructive feedback, we can support each other in our professional growth.- Research: Engaging in educational research can help us understand the underlying principles of effective teaching and learning. By staying informed about the latest research findings, we can make evidence-based decisions in our classrooms.4. Creating a Supportive Learning EnvironmentA supportive learning environment is essential for students to feel confident and motivated to learn English. The following measures can help create such an environment:- Positive Attitudes: We should foster a positive attitude towards English language learning by encouraging students to embrace challenges and celebrate their progress.- Classroom Management: Effective classroom management strategies can help maintain a conducive learning atmosphere, where students feel safe and respected.- Parental Involvement: Encouraging parental involvement can help reinforce learning outside the classroom. Regular communication with parents can provide us with valuable feedback on students' progress and needs.ConclusionIn conclusion, enhancing English language teaching and learning in our school requires a multifaceted approach that addresses the diverse needs of our students, incorporates innovative teaching methodologies, promotes continuous professional development, and creates a supportive learning environment. By working together as a team and remaining committed to our shared goals, we can make significant strides in preparing our students for success in the global community.Thank you for your attention, and I look forward to engaging in a lively discussion on how we can further improve our English language programs. Let us continue to strive for excellence in teaching and learning, and together, we will make a positive impact on the lives of our students.Thank you.第2篇Good morning/afternoon! It is my great honor to stand before you today to share my thoughts on the theme of our English teaching and research activity: "Enhancing Student Engagement and Language Proficiency in the English Classroom."As educators, we are always striving to improve our teaching methods and strategies to ensure that our students receive the best possible education. The theme of today's activity resonates deeply with me, as it focuses on two crucial aspects of language learning: student engagement and language proficiency. In this speech, I will discuss the importance of these two aspects, explore some effective strategies to enhance them, and propose ways in which we can collaborate as a team to achieve our goals.Firstly, let us delve into the significance of student engagement. Engaged students are more likely to be motivated, participate activelyin class, and ultimately achieve better academic outcomes. When students are engaged, they are more likely to develop a genuine interest in the subject matter and cultivate a lifelong love for learning. On the other hand, disengaged students may feel disconnected from the learning process, leading to lower achievement and a negative impact on their overall well-being.To foster student engagement in the English classroom, we can employ several strategies:1. Interactive Learning Activities: Incorporate interactive activities such as role-plays, group discussions, and games that encourage students to actively participate in the learning process. These activities not only make the lessons more enjoyable but also help students to practice their language skills in a real-life context.2. Technology Integration: Utilize technology tools such as interactive whiteboards, educational apps, and online platforms to create an engaging and dynamic learning environment. Technology can providestudents with a variety of resources and opportunities for self-directed learning.3. Student-Centered Approaches: Shift the focus from teacher-centered to student-centered instruction. Encourage students to take ownership of their learning by setting goals, making decisions, and reflecting ontheir progress.4. Differentiated Instruction: Recognize that students have different learning styles, abilities, and interests. Adapt your teaching methodsto cater to these diverse needs, ensuring that all students feel valued and challenged.5. Authentic Resources: Incorporate authentic materials such as newspapers, podcasts, and videos into your lessons. This not only exposes students to real-world language use but also makes the learning experience more relevant and meaningful.Moving on to language proficiency, it is essential to understand that proficiency is not just about mastering grammatical rules and vocabulary; it is also about the ability to communicate effectively in real-life situations. Enhancing language proficiency requires a combination of targeted instruction and practical application.Here are some strategies to improve language proficiency in the English classroom:1. Speaking and Listening Practice: Allocate time in each lesson for speaking and listening activities. Encourage students to engage in conversations, presentations, and debates, which will help them to develop their oral skills.2. Writing Assignments: Assign writing tasks that require students to express their thoughts and ideas in written form. This will enhancetheir ability to organize their thoughts and use language accurately.3. Collaborative Projects: Encourage students to work on group projects that require them to communicate and collaborate effectively. This willnot only improve their language skills but also foster teamwork and critical thinking.4. Language Immersion: Create an immersive English-speaking environment in the classroom by encouraging students to speak English as much as possible. This can be achieved through activities such as English-only days or designated "English corners."5. Continuous Assessment: Implement a system of ongoing assessment that provides constructive feedback and allows students to track their progress. This will help them to identify their strengths and weaknesses and work towards improving their language proficiency.As educators, we have a collective responsibility to create a supportive and conducive learning environment that promotes both student engagement and language proficiency. To achieve this, we must collaborate and share our experiences, insights, and resources.Here are some ways in which we can work together as a team:1. Professional Development: Attend workshops, seminars, and conferences to stay updated on the latest trends and best practices in English language teaching.2. Peer Observation: Arrange for peer observation sessions where we can observe each other's teaching methods and provide constructive feedback.3. Resource Sharing: Create a shared resource bank where we can store and access teaching materials, activities, and assessments.4. Team Planning: Collaborate on lesson planning to ensure that our teaching strategies are aligned and support our students' learning goals.5. Continuous Communication: Maintain open lines of communication with our colleagues to share ideas, concerns, and successes.In conclusion, the theme of today's English teaching and research activity, "Enhancing Student Engagement and Language Proficiency in the English Classroom," is of paramount importance. By focusing on these two aspects and implementing the strategies discussed, we can create a moreengaging and effective learning environment for our students. Let us work together as a team, share our knowledge and experiences, and continue to evolve as educators, ultimately helping our students to achieve their full potential in English language learning.Thank you for your attention, and I look forward to a productive and insightful session ahead.Best regards,[Your Name]第3篇Good morning/afternoon! It is my great honor to stand before you today to deliver a speech on the theme of our English teaching and research activities. The topic of our discussion today is "Innovative Teaching Strategies for Enhancing English Language Acquisition in the 21st Century."As we all know, English has become a global lingua franca, and the demand for English proficiency is increasing in various fields, such as education, business, and technology. Therefore, it is our responsibility as educators to provide our students with the best possible English language education. In this regard, the aim of our教研活动 is toexplore innovative teaching strategies that can enhance English language acquisition in the 21st century.Firstly, let us discuss the importance of adopting innovative teaching strategies. In the past, traditional teaching methods focused on rote memorization and repetition, which often led to students being disengaged and uninterested in learning. However, with the rapid development of technology and globalization, students now have access to a vast array of information and resources. To keep up with this pace, we must embrace innovative teaching strategies that can stimulate students' curiosity, creativity, and critical thinking skills.One such strategy is the integration of technology in English language teaching. The use of digital tools and resources can greatly enhance thelearning experience for students. For instance, interactive whiteboards, educational apps, and online platforms can make lessons more dynamic and engaging. By incorporating these tools, teachers can create a more interactive and collaborative learning environment, where students can actively participate in the learning process.Another important strategy is the implementation of project-based learning (PBL). PBL encourages students to work on real-world problems and projects, which helps them develop critical thinking, problem-solving, and communication skills. In an English language classroom, PBL can be used to create scenarios where students can practice speaking, listening, reading, and writing in context. For example, students can work on a project about cultural exchange, where they research different countries, create presentations, and engage in discussions with their peers.Furthermore, the incorporation of authentic materials is essential for enhancing language acquisition. Authentic materials, such as newspapers, magazines, and videos, provide students with exposure to the natural use of language in real-life situations. By using these materials, teachers can help students understand the nuances of language and culture, which is crucial for effective communication.In addition to these strategies, it is important to consider the individual learning styles of students. Every student has a unique way of learning, and it is our duty as educators to cater to these differences. One way to achieve this is by incorporating diverse teaching methods, such as visual, auditory, and kinesthetic learning styles. By using a variety of teaching techniques, we can ensure thatall students are able to engage with the material and achieve their learning goals.Furthermore, the role of the teacher in fostering a positive learning environment cannot be overstated. Teachers should be role models for their students, demonstrating enthusiasm, patience, and a willingness to learn. By creating a supportive and inclusive classroom atmosphere, teachers can encourage students to take risks and express themselves freely.Now, let us delve into some specific innovative teaching strategies that we can implement in our English classrooms:1. Flipped Classroom: This approach involves students watching instructional videos or reading materials at home, and then coming to class to engage in activities, discussions, and projects. This allowsfor more hands-on learning and interaction in the classroom.2. Gamification: Incorporating game elements into language learning can be a fun and motivating way to engage students. This can be done through educational games, quizzes, and challenges that reward students fortheir achievements.3. Collaborative Learning: Pairing students with different abilities or assigning group projects can promote teamwork, communication, and mutual support. This approach also encourages students to learn from eachother's strengths and weaknesses.4. Peer Review: Encouraging students to review and provide feedback on each other's work can improve their writing and speaking skills, as well as their ability to evaluate and analyze language use.5. Socratic Seminars: This method involves students engaging in structured discussions, guided by a teacher, to explore complex ideas and concepts. It promotes critical thinking and deep understanding of the subject matter.In conclusion, as educators, we must continuously seek innovative teaching strategies to enhance English language acquisition in the 21st century. By embracing technology, implementing project-based learning, incorporating authentic materials, considering individual learning styles, and fostering a positive learning environment, we can provide our students with the tools and skills they need to succeed in an increasingly interconnected world.Let us work together to create a vibrant and dynamic English language classroom, where students are not just learners, but active participants in their own education. Thank you for your attention, and I look forwardto our continued collaboration and growth as a community of English language educators.Thank you.。
美国中小学“英语为第二语言”现代教学法介绍-模板
美国中小学“英语为第二语言”现代教学法介绍前言美国教育法规定，LEP学生（“英语不够熟练”学生，主要指新移民学生）在中小学必须接受English as a Second Language（英语为第二语言，简称ESL）课程。
于是，就顺理成章地有了ESL学生和ESL教师的说法。
近20年来，美国许多大学开设 Teachers Of English to Speakers of Other Languages（教说其他语言的人英语的教师课程，简称TESOL），专门培养ESL教师。
在北美的东西两岸，尤其是新移民集中的地区，TESOL是教育学院里最热门的课程之一。
美国对于ESL教学理论和教学法的研究，近20年来也相当重视，有很大的建树和发展。
笔者认为，美国ESL教学理论实际上是美国教育界、学术界长期以来对英语教学规律的探索和认识，反映了英语教学的一般规律和今天美国社会对英语教学的要求。
在中国，随着改革开放的进一步深入，近20年来，英语教学也同样受到很大重视。
英语成为中国中小学的重点课程之一。
在中国，因为学生的语言环境是汉语而不是英语，所以英语是作为一门外语来学的。
在美国，ESL学生具有英语语言环境，所以英语是作为第二语言来学的。
虽然，中国的英语教学与美国的ESL 教学不能完全等同，但是，由于教学内容都是英语，因此，美国ESL教学与中国的英语教学有许多相通之处。
美国的ESL现代教学法的理论和实践对中国的英语教学具有相当大的参考价值。
了解和研究美国的ESL现代教学法，并结合中国国情加以借鉴，对中国的英语教师来说，具有很大的现实意义。
以下就把美国当代比较流行的五种ESL教学法，逐一地介绍给中国的中小学英语教师以及教育界内外其他对英语教学有兴趣的同仁。
一、全身反应教学法全身反应教学法（Total Physical Response，缩写为 TPR），是加州心理学家James J．Asher（詹姆士J．艾谢，1988）提出来的。
培生阅读街英语分级阅读第2级
培生阅读街英语分级阅读第2级Pearson Readers Level 2 is a collection of graded readers designed to help English language learners improve their reading skills and vocabulary. These engaging stories cover a wide range of genres and themes, making them suitable for readers of all ages and interests. In this essay, we will explore the benefits of using Pearson Readers Level 2 and how they can contribute to the language learning process.One of the primary advantages of Pearson Readers Level 2 is the carefully curated content that caters to the needs of intermediate-level English learners. The stories are written using simplified language and sentence structures, allowing readers to gradually build their confidence and comprehension skills. This gradual progression is crucial for language acquisition as it helps learners transition from basic vocabulary and grammar to more complex structures without feeling overwhelmed.Another key aspect of Pearson Readers Level 2 is the focus on vocabulary development. Each story introduces new words andphrases in a contextual manner, providing readers with the opportunity to encounter and practice them in a meaningful way. This approach is particularly beneficial as it helps learners associate new vocabulary with the corresponding context, making it easier to retain and recall the words in the future.Furthermore, the diverse range of genres and themes covered in Pearson Readers Level 2 ensures that there is something for everyone. From classic literature to contemporary fiction, and from historical narratives to engaging mysteries, the collection offers a wide variety of reading materials that cater to different interests and learning styles. This diversity not only keeps readers engaged and motivated but also exposes them to a broader range of vocabulary and language structures.One of the standout features of Pearson Readers Level 2 is the inclusion of supplementary resources that enhance the learning experience. Each book comes with accompanying audio recordings, allowing readers to listen to the story while reading along. This dual-sensory approach reinforces the connection between written and spoken language, improving pronunciation, fluency, and overall comprehension.Additionally, many of the Pearson Readers Level 2 books include pre-reading and post-reading activities, such as comprehensionquestions, vocabulary exercises, and discussion prompts. These activities encourage active engagement with the text, promoting critical thinking and deeper understanding of the content. By actively engaging with the material, learners are more likely to retain the language skills and knowledge they have acquired.Another significant advantage of Pearson Readers Level 2 is the flexibility it offers in terms of learning environments. These graded readers can be used in a variety of settings, including classrooms, language schools, and self-study programs. Teachers and instructors can incorporate the Pearson Readers into their lesson plans, using them as the primary reading material or as supplementary resources to complement their curriculum. This versatility ensures that learners can access and benefit from these resources regardless of their learning context.One of the unique aspects of Pearson Readers Level 2 is the attention paid to cultural diversity and representation. The stories often feature characters from different backgrounds and explore themes related to global perspectives and cross-cultural understanding. This exposure to diverse narratives and experiences not only enhances language learning but also fosters a greater appreciation for cultural diversity and intercultural communication.Furthermore, Pearson Readers Level 2 books are designed with afocus on practical language skills. Many of the stories incorporate real-world situations and conversations, allowing learners to practice and apply the language in context. This approach helps bridge the gap between classroom learning and real-life communication, preparing learners for authentic interactions and situations they may encounter in their daily lives.In conclusion, Pearson Readers Level 2 is an invaluable resource for intermediate-level English language learners. Through its carefully curated content, focus on vocabulary development, diverse range of genres and themes, and supplementary resources, these graded readers offer a comprehensive and engaging approach to language learning. By incorporating Pearson Readers Level 2 into their studies, learners can effectively improve their reading comprehension, vocabulary, and overall language proficiency, ultimately enhancing their ability to communicate confidently in English.。
第二章2 第二语言教学
(一)什么是第二语言教学
1. 第二语言教学 2．第二语言教学的范围 3．第二语言教学研究对象
1.第二语言教学
是与第一语言教学相对应的概念。 它是指对已经掌握第一语言的人所进行 的其他语言的教学活动，这种活动通常 是在学校环境里所进行的正规的教学活 动。
2．第二语言教学的范围
（ 1 ）外国学生在目的语国家的学校里学习 第二语言。 （ 2 ）本国学生在本国的外语院校学习第二 语言。 （ 3 ）本国某一民族的学生在本国学校里学 习本国其他民族语言。
（4）第二语言的广狭之分
广义：任何一种在获得第一语言之后学习和使 用的语言，包括外语。 狭义： ①第一语言以外的本国通用语或本国其他民族 的语言，不包括外语； ②在该语言使用环境中学习的目的语，包括一 部分外语。
3．主要语言和次要语言
从语言掌握的程度和被使用的程度来区分的。 一般情况下，母语、本族语、第一语言通常是 一个人的主要语言，但在某些情况下，也可能 成为次要语言； 外语、非本族语、第二语言一般是一个人的次 要语言，但也可能成为主要语言。
第二语言输入的情况各异，另外第二语 言学习成功与否跟老师的输入方法很有 关系。
语言习得机制和习得过程不同
（1）习得机制不同： 俞约法 (1992) 认为，儿童的母语习得过程 和言语机制以及思维机制的形成过程几乎 是同步发展的。 对于第二语言习得特别是成人的第二语言 习得，学习者的母语言语机制和思维机制 已经形成，母语第二信号系统的建立使学 习者拥有了一定的语言经验。
3．第二语言教学研究对象
包括“教”和“学”两个方面： （1） “教”： 包括课堂组织、课堂教学技巧、教材的编 写、成绩的测试等。 （2）“学”： 包括学习者的心理和学习的规律等。
英语教学法第2章Unit 2
Not having
Not having The language form is right or wrong control
Having
Having The task is finished or not free
Correct the error or mistake
Exchange information
The difference between TASK and EXERCISE
Exercise Form Not having Task Focus Communicative desire Meaning Having
Communicative purpose
Communicative purpose Assessment means Language controlling
＊Used to perform
certain communicative functions ＊ All skills used ＊ Used in a certain context ＊ Learning language throw using language
＊ Taught as
language knowledge ＊ Focus on one or two language skills ＊ Isolate language from its context ＊ Being taught through learning language knowledge
Four main components of a task.
A purpose: making sure the students have a reason for understanding the task.
Classroom language
ClassroomLANGUAGE Useful phrases in EnglishFor primary and secondary educationA.The beginning of thelesson1.Good morning∙Good morning, everybody∙Good afternoon, everybody∙Hello, everyone∙Hello there, James2.Introductions∙My name is Mr/Mrs/Ms Pitts∙I’m your new English teacher∙I’ll be teaching you English this year∙I’ve got two lessons with you each week3.Waiting to start∙I’m waiting for you to be quiet∙We won’t start until everyone is quiet∙Stop talking and be quiet∙Settle down now so we canstart4.Register∙Who is absent today?∙Who isn’t here today?∙What’s the matter with Jenny today?∙What’s wrong with Jennytoday?∙Why were you absent lastFriday Jenny?∙For how long have you been ill Jenny? 5.How are you?∙How are you today, Jenny?∙How are you getting on?∙How’s life?∙How are things with you,Jenny?∙Are you feeling better today, Jenny?6.Time to begin∙Let’s begin our lesson now∙Is everybody ready to start?∙I hope you are all ready foryour English lesson∙I think we can start now∙Now we can get down to work7.Put your things away∙Close your books∙Put your books away∙Pack your things away∙Clear your tables, pleasete∙Where have you been?∙We started ten minutes ago.What have you been doing?∙Did you miss your bus?∙Did you oversleep?∙Don’t let it happen againA.Simple instructions1.Instructions the class can easilyunderstand∙Come in∙Go out∙Stand up∙Sit down∙Come to the front of the class∙Stand by your desks∙Put your hands up∙Put your hands down∙Hold up your books/pencils∙Show me your pencil∙Could you sit up please?2.Instructions that can be used at thebeginning of a session∙Pay attention please∙You need pencils/rulers∙We’ll learn how to….∙Are you ready?∙Open your books at page…∙Turn to page….∙Look at activity five∙Listen to the CD player∙Repeat after me∙Again, please∙Everybody….∙You have ten minutes to do this ∙Who’s next?∙Like this, not like that.3.Instructions that can be used at theend of a lesson∙It’s time to finish∙Have you finished?∙Let’s stop now∙Let’s call it the day∙Stop now.∙Let’s check the answers Anyquestions?∙Pack up your books∙Don’t forget to bringyour….tomorrow∙Get your books from the locker4.Instructions can also be sequenced:∙First∙Next∙After that∙Then∙Finallyprehension language:∙Are you ready?∙Are you with me?∙Are you OK?∙OK so far?∙Do you get it?∙Do you understand∙What did you say?∙One more time, please∙Say it again, please∙Pack up your books∙Are your desks tidy?∙Is this OK?∙Splendid!B.The end of the lesson1.Time to stop∙It’s almost time to stop∙I’m afraid it’s time to stop∙We’ll have to stop here∙There’s the bell. It’s time tostop∙That’s it for t oday. You can go now.2.Wait a minute∙Hang on a moment∙Just hold on a moment∙Stay where you are for amoment∙Just a moment, please∙One more thing before…..∙Let’s close with prayers.∙Back to your places3.Homework∙This is your homework fortonight∙Do exercise 10 on page 23 for your homework∙Prepare the next chapter forMonday∙There is no homework tonight ∙Remember your homework∙Take a worksheet as you leave4.Leaving the room∙Get into a queue∙Form a queue and wait for the bell∙All of you, get outside now!∙Hurry up and get outside∙Try not to make any noise as you leave∙Be quiet as you leave. Otherclasses are still working5.Not time to stop∙The bell hasn’t gone yet∙There are still two minutes to go∙We still have a couple ofminutes left∙We seem to have finished early∙The lesson does not finish tillfive past∙Your watch must be fast∙We have an extra five minutes∙Sit quietly till the bell goes6.Next time∙We’ll do the rest of this chapter next time∙We’ll finish this exercise nextlesson∙We’ve run out of time, so we’ll continue next lesson∙We’ll continue this chapter next Monday7.Goodbye∙Goodbye, everyone∙See you again next Wednesday∙See you later friends∙See you tomorrow afternoon∙Have a good holiday∙Enjoy your vacation∙See you in room 7 after thebreakC.Classroom Managementmon situations in whichspontaneous English can be used.∙Make groups of four∙Move your desks into groups of four people∙Turn your desks around∙Make a circle with your desks ∙Make a line of desks facing each other∙Make groups of four desks facing each other∙Sit back to back∙Work together with your friend ∙Find a partner∙Work in pairs / threes / fours / fives∙Work in groups of three / four / five∙I want you to form groups∙Form groups of three∙Here are some tasks for you to work on in groups of four∙Everybody work individually ∙Work by yourselves∙Work on your own∙Ask your neighbour for help ∙Work on the task together.∙Have you finished?∙Do the next activity∙There are too many in thisgroup∙Can you join the other group? ∙Only three people in eachgroup∙Ask others in the class∙Ask everyone in the class∙Stand up and find another partner∙Open your books on page 54∙Come out and write it on the board∙Listen to the tape, please∙Get into groups of four∙I would like to write this down ∙Let’s sing a song∙Finish off this song at home∙Close your eyes∙Push your chairs (under the table)∙Put it in my pigeon hole, please ∙Show me your work later2.Giving instructions∙Could you try the next one?∙I would like you to write this down∙Who would like to read?∙Do you want to answerquestion 5?∙Look this way∙Stop talking, please ∙Put a sock in it!∙Now hang on!∙Mind your language!∙Please switch on the lights ∙Could you open the window for me please?∙Which topic will your group report be on?∙Now answer me please!∙First of all, today….∙Right, now we will go on to the next exercise∙Have you done your work?∙For the last thing today, let’s….∙Whose turn is it to read?∙Which question are you on?∙Next one, please∙Who hasn’t answered yet?∙Let me explain what I want you to do next∙The idea of this exercise is for you to….∙You have ten minutes to do this ∙Your time is up∙Finish this by twenty to eleven∙Can you all see the board?∙Have you found the place?∙Are you ready∙You may go on to exercise five∙Get your books from the locker ∙Finish this by twenty to eleven∙Can you all see the board?∙Have you found the place?∙Are you all ready?3.Supervision∙Look this way∙Stop talking∙Listen to what…. is saying∙Push your chairs∙Leave that alone now∙Be careful∙Think well before you answer!∙Do you understand myquestion?4.Responding to questions∙Yes, that’s right∙Fine∙Almost. Try again∙Well done. ∙Excellent∙Good boy / girl∙You did a good job.∙What about this word? ∙Who’ s next∙Splendid∙Say that again∙I don’t quite get youD.Explanation∙Explain it in your own words∙It’s spelled with a capital “J”∙Can anybody correct thissentence?∙Fill in the missing words∙Mark the right alternative1.Interaction; affective attitudes∙That’s interesting∙That’s really very kind of you∙Don’t worry about it.∙Why didn’t you give ananswer?∙I was a bit disappointed with your efforts2.Reference∙After they left the USA, thesoldiers….∙The church was started in the last century∙This is a picture of a typically English castle∙In the background you cansee…∙While we are on the subject…..∙As I said earlier…∙Let me sum up∙The solution is on page 44 3.Social∙Good morning∙Cheerio now∙God bless!∙Have a nice weekend!∙Thanks for your help∙Happy birthday!∙Many happy returns!∙Congratulations!∙Merry Christmas!∙Enjoy your holidays∙You were almost right∙That’s almost it∙You’re halfway there∙You’ve almost got it∙You’re on the right lines∙There’s no need to rush∙There’s no hurry∙We have plenty of time∙Go on. Give it a try∙Keep trying∙Have a go∙Have a guess∙Look this up on the web…∙Try to find the answer with the help of googleE.Error correctionPhrases that can used when giving feedback to pupils / students∙There’s nothing wrong with your answer∙What you said was perfectly alright∙You didn’t make a singlemistake∙That’s exactly the point∙That’s just what I was looking for!∙You have a good pronunciation ∙Your pronunciation is very good∙You are communicating well ∙You speak very fluently∙You have made a lot ofprogress∙Don’t worry about yourpronunciation∙Don’t worry a bit about your spelling∙Don’t worry; it will im prove∙Maybe this will help you∙Do you want a clue?∙You still have trouble with your….∙You need some more practice with these words∙Practice these words at home, please∙You’ll have to spend some time practicing this∙You are getting better at it all the time ∙Very good∙That’s very good ∙Very fine∙Well done∙Excellent∙Super∙That’s nice∙Well said∙I like that∙Marvellous∙You did a great job ∙Magnificent∙Terrific!∙Wow!∙Jolly good∙Great stuff∙Fantastic∙Right∙Fine∙Quite right∙That’s (quite) right ∙That’s correct∙Yes, you’ve got it ∙You’ve got the idea ∙It depends.。
reflective teaching in second language classrooms
reflective teaching in second language classrooms 在现代社会中，作为第二语言（L2）教育的重要组成部分，反思性教学（RT）已被认为是当今教育思想的重要组成部分。
反思性教学作为一种特定的教学模式，旨在帮助第二语言学习者自我反思，处理第二语言学习所面临的挑战，从而发展良好的语言能力，同时达到第二语言的水平。
随着社会的发展，第二语言学习者越来越多，第二语言教室的作用也越来越大。
因此，在第二语言教室中应用反思性教学的重要性也逐渐受到关注。
反思性教学的目的是让学生反思自己，思考自己在语言学习中所面临的挑战，从而培养和提高他们的学习能力，更好地理解第二语言。
首先，在第二语言教室中实施反思性教学，需要老师采用多种教学策略。
老师应该结合第二语言教学中的内容和技术，利用多种教学方式，与学生形成对话，帮助他们反思自己的学习行为和结果。
同时，老师应该创造良好的学习氛围，让学生主动参与到教学活动中来，以增强他们的参与感与乐趣。
其次，第二语言教室中反思性教学也有助于给学生创造良好的学习环境。
这种学习环境可以促进学生之间的互动，让学生能够根据自己的实际需求主动进行学习，让第二语言学习更加轻松愉快。
此外，反思性教学也可以激发学生的学习兴趣，让他们在课堂中得到更多的自我反思。
最后，第二语言教室中应用反思性教学还可以提高学生的自主学习能力。
在课堂上，学生可以通过自我反思更清楚地了解自己，发现自己学习上的不足，并采取适当的措施改进自己。
同时，学生可以更加深入了解第二语言，从而更好地掌握语言。
总之，反思性教学是第二语言教室中不可或缺的一部分。
它可以帮助学生认识自己，更好地理解第二语言，提高自主学习能力，并通过参与交流的方式，接受有关第二语言的知识，从而达到学习的目的。
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Stages in the lessonThe start of the lessonGood morning everyone,Hi everybodyGood morning, how are you doing?How are you today?Did you have a good weekend?Let's start with the lesson now.I think we can start now.Is everybody ready to start?Roll-call / AttendanceLet’s take attendance, shall we?I’m going to (gonna) take attendanceI’ll call the rollWho’s not here today?Who’s absent? Who’s absent today?What's wrong with ………today?Getting everyone’s attentionListen to me, please.Be quiet/Quiet down, please.Silent, please.Can I have your attention, please?Could you all listen to me, please?Would you pay attention, please?Luis, are you with us?Simple commandsCome in.Go out.Stand up.Sit down.Come on, we haven’t got all day!Wake up.Be quiet. /Quiet.Switch on the lights / the computersSwitch off………………….Can you plug the CD player/beamer for me, please? The socket is behind you. Settle down and let’s get started. Let’s settle down and get started.Noelia, please, come to the front of the class.Open your books to page ……Turn to page ...Look at activity five.Eliciting / reviewing information and previous knowledgeWho can remember what we were talking about at the end of last lesson?Does anyone remember …………………………….?Who can tell me ……………………………………..?Could you tell me what you remember from our last lesson?Who would like to get extra marks/credit today?Setting up an activity / Giving instructions for an activityI’d like you to get into pairs for this activity……………to work with a partner…………..to work alone / in group of fourPlease, get into pairs / groups of fourCan you 4 team up?I want you to share a photocopy and work togetherWhat I want you to do is to …………………………First, let’s go over the homework / the explanation on page 25 together.Those of you that have finished exercise 5 can move on /go on to exercise 6 and 7. When you finish you can……………………………..I want you to finish the exercises on page 16 now / at home.What I want you to do is to ……………………….Go on / get on /continue with your work.Could you turn it (the volume) up/ down.We can’t hear it from here. / It’s too loud.Giving out / taking in work / books / worksheets, etc.Do you mind collecting the compositions for me, please?Fran, would you take in / get/collect everyone’s writings/essays for me, please? Juan, can you hand out / give out / distribute these copies, please?Take one and pass them on.Take one between the two of you/for the two of you.Would you pass the dictionaries / exams to the front / the back, please? Checking understandingDo you understand?Are you with me?OK so far?Do you get it?Do you have any questions?Let's check the answers.Encouraging students and correcting errorsVery good.That's very good.Well done.Great jobThat's correctExcellentYes, you've got it.You've got the idea.That’s correctYou need more practice with this.You'll have to spend some more time with this.Good, you're getting better.Your answer is very good / almost right.Ok, that’s not the right answer, but let me help you with it.Let me explain again.Not exactly, have another try / try again.Have a guess.Guess.Setting homework / assignments, setting deadlines and reacting to homework This is your homework for tomorrow.There is no homework today.Don’t forget your homework.Do exercise 10 on page 23 for your homework.Prepare the next two pages for Monday.Before next lesson, I want you to read the story on page 15.Take a worksheet as you leave.Ending the lessonIt's time to finish.Have you finished yet?Are you done?Let's stop now.Stop now.This is all for nowThat’s all for now, see you MondayGoodbye.See you tomorrowThat’s all for today, enjoy the weekendOK, you can put away your things. See you next week.Students talking to the teacherExcuse me. I'm sorry I'm late.May I come in?Can I go to the toilet (bathroom), please?I'm sorry, I left my book/homework at home/ in the classroom.I forgot my homework.I didn't have time to do my homework. I'm sorry.Sorry, I don't understand that.Could you speak more slowly, please?Can you repeat that please? I didn't understand.Can you explain that again, please?How do you say 'tenedor' in English?How do you spell 'wonderful'?What's the difference between “latitude” and “longitude”?What does “pressure” mean?What’s the meaning of “pressure”?How do you pronounce “pressure”?Student talking to another studentHave you done your homework? Did you do your homework? What’s the/for homework?What page is it on? What page are we on?Can you help me do this exercise?What do we have to do now?Can I share your book with you?Excuse me, that's my book.Can you lend me a pen?Can you pass me the rubber/eraser, please?We have to work in pairs, Don’t we? Do we have to work in pairs? Who's going to start?Whose turn is it?It's my turn now.We have to compare our work.。