大学英语演讲基础教程(教师手册)
大学英语演讲教案
教学目标：1. 帮助学生了解演讲的基本结构和技巧。
2. 培养学生的自信心和演讲能力。
3. 提高学生的英语口语表达水平。
教学对象：大学英语专业或英语爱好者教学时长：2课时教学准备：1. 演讲稿示例2. 演讲技巧视频3. 小组讨论话题4. 演讲评分标准教学过程：第一课时：一、导入1. 向学生介绍本次课程的主题：大学英语演讲技巧培训。
2. 提问：大家认为演讲的重要性体现在哪些方面？二、演讲的基本结构1. 向学生讲解演讲的三个基本部分：引言、主体和结论。
2. 通过PPT展示演讲稿的示例，分析每个部分的特点和作用。
三、演讲技巧讲解1. 语速与语调：讲解语速和语调在演讲中的重要性，展示不同语速和语调的演讲效果。
2. 语音与语流：强调语音清晰、语流顺畅对演讲的影响。
3. 肢体语言：讲解肢体语言在演讲中的作用，如手势、眼神交流等。
4. 情感表达：分享如何运用情感使演讲更具感染力。
四、小组讨论1. 将学生分成小组，讨论以下话题：- 如何克服演讲时的紧张情绪？- 如何使演讲更具说服力？- 如何提高自己的演讲技巧？五、演讲技巧视频观看1. 播放一段优秀的演讲视频，让学生分析演讲者的技巧和优点。
第二课时：一、复习上节课的内容1. 回顾演讲的基本结构和技巧。
2. 询问学生对上节课内容的理解和掌握情况。
二、模拟演讲练习1. 学生分组进行模拟演讲，每组选出一个演讲者。
2. 演讲者根据上节课所学内容，准备一段演讲稿。
3. 小组成员对演讲者进行评价，指出优点和不足。
三、演讲技巧点评1. 邀请一位学生进行演讲，其他学生和教师对其演讲技巧进行点评。
2. 点评内容包括：语速、语调、语音、语流、肢体语言、情感表达等方面。
四、总结与反思1. 教师总结本次课程的重点内容，强调演讲技巧的重要性。
2. 学生分享自己在演讲过程中的收获和感悟。
教学评价：1. 学生对演讲技巧的理解程度。
2. 学生在模拟演讲中的表现。
3. 学生对课程内容的反馈意见。
教学反思：1. 教师应关注学生的个体差异，针对不同学生制定相应的教学策略。
大学生英语演讲课教案
教学目标：1. 培养学生英语口语表达能力，提高学生的自信心。
2. 帮助学生掌握英语演讲的基本技巧，包括开场白、主体部分和结尾部分。
3. 培养学生的创新思维和团队协作能力。
教学重点：1. 英语口语表达的流畅性。
2. 演讲技巧的运用。
3. 团队协作能力的培养。
教学难点：1. 学生在英语口语表达中可能存在的语法错误和发音问题。
2. 学生对演讲技巧的掌握程度。
教学过程：一、导入1. 教师简要介绍英语演讲的重要性，激发学生的兴趣。
2. 提问：什么是英语演讲？为什么学习英语演讲？二、英语口语表达训练1. 教师带领学生进行英语口语训练，包括发音、语法、词汇等方面的训练。
2. 学生分组进行口语练习，教师巡回指导。
三、演讲技巧讲解1. 教师讲解英语演讲的基本技巧，包括开场白、主体部分和结尾部分。
2. 学生跟随教师进行实际操作，练习演讲技巧。
四、团队协作训练1. 学生分组进行演讲比赛，每个小组选出一个代表进行演讲。
2. 教师组织学生进行评价和讨论，培养学生的团队协作能力。
五、课堂小结1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生分享学习心得，提出疑问。
六、课后作业1. 学生准备一篇英语演讲稿，内容自选。
2. 学生在家练习英语口语表达，提高发音和语法水平。
教学评价：1. 课堂参与度：观察学生在课堂上的发言次数和积极性。
2. 口语表达能力：评价学生在课堂上的口语表达流畅程度和准确性。
3. 演讲技巧运用：评价学生在演讲比赛中的技巧运用情况。
4. 团队协作能力：评价学生在小组活动中的合作精神和团队意识。
教学反思：1. 教师在课堂上要注意观察学生的反应，及时调整教学策略。
2. 注重培养学生的自信心，鼓励学生积极参与课堂活动。
3. 加强对学生的个别辅导，关注学生的发音和语法问题。
4. 课后及时批改学生的作业，了解学生的学习情况。
怎么写大学老师发言稿英语
怎么写大学老师发言稿英语《怎么写大学老师发言稿》Writing a speech for a college professor can be a challenging task, but with the right approach, it can be an enjoyable and rewarding experience. Here are some tips on how to write a compelling and effective speech for a college professor.First and foremost, it's important to understand the audience that the professor will be speaking to. Are they students, colleagues, or members of the community? Understanding the audience will help you tailor the speech to their needs and expectations.Next, it's important to consider the purpose of the speech. Is the professor giving a lecture, presenting an award, or delivering an inspirational message? Each of these purposes requires a different approach, so it's important to clarify the purpose before writing the speech.Once you understand the audience and purpose of the speech, it's time to brainstorm key points and messages that the professor wants to convey. It's important to focus on the main ideas and avoid getting too bogged down in details. Remember, the speech should be concise and to the point.After brainstorming key points, it's time to organize the speech into a coherent flow. Start with a strong opening that grabs the audience's attention, then move on to the main points, and finish with a powerful conclusion. It's also important to include transitions between each section to keep the speech flowingsmoothly.When writing the actual content of the speech, it's important to use language that is clear, concise, and engaging. Avoid using jargon or overly technical language, and instead focus on communicating the key messages in a way that is accessible to the audience.Finally, it's important to practice the speech before delivering it to the audience. Rehearsing the speech will help the professor feel more confident and comfortable, and it will also give them a chance to work out any kinks in the delivery.In conclusion, writing a speech for a college professor requires careful consideration of the audience, purpose, and key messages. By following these tips, you can help the professor deliver a compelling and effective speech that resonates with the audience.。
大学英语基础教程(零起点)课程教学大纲
大学英语基础教程（零起点）课程教学大纲一、层次与学制：本科，四年制二、教学时数：272学时,第一、二、三、四、五、六学期开设。
第一、二学期周学时4，第三、四、五、六学期周学时2。
三、适用专业：非英语专业外语类各专业（英语为零起点的学生）四、课程性质与任务大学英语基础教程（零起点）课程是非英语专业大学本科生（零起点）的一门基础课程，以听、说领先，重视英语语言基础的训练，强调语言应用能力的培养。
课程的任务在于传授语言基础知识（语音、语法、词汇、篇章结构），训练基本语言技能（听、说、读、写），培养学生初步运用英语进行交际的能力，同时指导学习方法，培养学生自主学习的能力。
五、教学目的与基本要求（一）教学目的大学英语基础教程（零起点）通过课堂内外各种教与学的活动，使非英语专业大学本科生（零起点）在规定的学时内掌握英语语音、基本语法、基本词汇和正确的学习方法，强调听、说、读、写、译等技能的培养，具备用英语进行交际的初步能力，同时对英语国家和文化有初步了解，并为全面提高英语运用能力打下较好的基础。
（二）教学要求1.语音要求学生掌握国际音标，基本的读音规则：意群、停顿、连读，及各类简单句的基本语调。
2.词汇词汇掌握量应达到3000个单词以及由这些词构成的常用词组，并培养按照基本构词法识别和掌握生词的能力。
3.语法要求学生掌握各种词类的概念﹑分类和基本用法，掌握各种时态的用法，掌握简单句和复合句的基本结构及用法，提高在语篇水平上运用语法知识的能力。
4.阅读能力能顺利阅读语言难度中等的一般性题材的文章，掌握中心大意以及说明中心大意的事实和细节，并能够进行一定的分析、推理和判断，领会作者的观点和态度，阅读速度达到每分钟50个单词。
在阅读篇幅较长、难度略低的生词不超过总词数的3%的材料时，能掌握中心大意，抓住主要事实和有关细节，阅读速度达到每分钟70词。
5.听力能力能听懂英语讲课，并能听懂题材熟悉，句子结构比较简单，基本没有生词，语速为每分钟80-110字的简短会话，报道和讲座，掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度。
大学英语说课程演讲稿
Ladies and Gentlemen,Good morning/afternoon! It is my great honor to stand before you today to speak about the significance of English courses in the context of university education. As we all know, English has become a global language, and its importance in the academic and professional spheres cannot be overstated. In this speech, I will discuss the various ways in which English courses contribute to the holistic development of a university student, and why they should be considered an integral part of the curriculum.First and foremost, English courses provide students with a strong foundation in the English language. This foundation is crucial for academic success, as a majority of the literature, research papers, and textbooks in various disciplines are written in English. By mastering the language, students can access a vast array of knowledge and resources that are otherwise inaccessible to them. Moreover, proficiency in English allows students to engage in international research collaborations, participate in conferences, and publish their work in renowned journals.One of the primary benefits of English courses is the enhancement of communication skills. Effective communication is a key skill in both personal and professional life. Through English courses, students learn to express their ideas clearly, listen actively, and engage in meaningful conversations. These skills are not only essential for academic discussions but also for building interpersonal relationships and networking with peers, faculty, and industry professionals.Furthermore, English courses contribute to the development of critical thinking and analytical abilities. English language instruction often involves analyzing texts, interpreting meanings, and evaluating arguments. This process encourages students to think critically and question assumptions, which is an essential skill for intellectual growth. By engaging with diverse texts, students gain a broader perspective on various issues, fostering a more inclusive and tolerant mindset.In addition to these cognitive benefits, English courses also have a positive impact on cultural competence. The study of English literature, for instance, exposes students to different cultures, traditions, and historical contexts. This exposure not only broadens their horizons but also helps them appreciate the richness of human civilization. Moreover, understanding the cultural nuances of English-speaking countries can be beneficial for future international employment opportunities.Another significant advantage of English courses is the development of writing skills. Writing is a fundamental aspect of academic and professional life, and the ability to produce well-structured, coherent, and persuasive written work is highly valued. English courses provide students with the necessary tools to improve their writing, including grammar, vocabulary, and style. This proficiency can be particularly advantageous when students are required to submit essays, research papers, and reports in their field of study.Furthermore, English courses can enhance students' employability. In today's globalized world, employers often seek candidates who are proficient in English, as it allows for better communication and collaboration with international clients and colleagues. Byparticipating in English courses, students can develop the language skills and cultural awareness that are essential for success in the global job market.It is also worth mentioning that English courses promote self-discipline and time management. Learning a new language requires consistent effort, dedication, and practice. Students who engage in English courses learn to set goals, prioritize tasks, and manage their time effectively. These skills are transferable to other areas of life, such as managing a career, raising a family, or pursuing personal interests.In conclusion, English courses play a vital role in university education by providing students with a strong foundation in the English language, enhancing their communication skills, fostering critical thinking and analytical abilities, promoting cultural competence, improving writing skills, and increasing employability. As we navigate the complexities of the modern world, the importance of English cannot be underestimated.Therefore, it is imperative that English courses remain an essential part of the university curriculum.In closing, I would like to emphasize that while the acquisition of language skills is important, the true value of English courses lies in the holistic development of the student. By equipping them with the necessary tools to succeed academically, professionally, and personally, English courses prepare students for the challenges of the future. Let us not underestimate the power of English and continue to prioritize its role in our educational institutions.Thank you for your attention, and I welcome any questions you may have.---Note: This speech is structured to cover the various aspects of English courses in university education and is designed to be delivered in a formal setting. Adjustments can be made based on the specific audience and context.。
大学英语老师说课稿范文
大学英语老师说课稿范文Here is an essay on the topic "Sample Lesson Plan for a University English Teacher" with over 1000 words, written in English without any additional titles or punctuation marks.As a university English teacher it is essential to have a well-structured and comprehensive lesson plan to ensure the effective delivery of the course content to students. The lesson plan serves as a roadmap guiding the teacher through the class and helps to maintain a clear focus on the learning objectives. In this sample lesson plan I will outline the key components that should be included to create an engaging and productive English language lesson at the university level.The first step in developing the lesson plan is to clearly define the learning objectives. These objectives should be specific measurable and aligned with the overall course goals. For an English language class the objectives may include improving students' proficiency in areas such as reading comprehension writing skills vocabulary development and oral communication. It is important that the objectives are communicated to the students at the start of the lesson so they understand the intended outcomes.Next the lesson plan should provide an overview of the topic or theme that will be covered during the class. This could involve introducing a new grammatical structure discussing a particular literary work or exploring a relevant cultural aspect of the English-speaking world. Providing students with some context and background information helps to generate interest and set the stage for the learning activities that will follow.The core of the lesson plan should outline the specific teaching and learning activities that will be implemented. These activities should be carefully sequenced to scaffold the learning and provide opportunities for students to actively engage with the material. For example the lesson may begin with a warm-up exercise to activate prior knowledge followed by a teacher-led presentation to introduce new concepts. Students could then work in pairs or small groups on communicative tasks that allow them to practice the target language. The lesson may conclude with a whole-class discussion or individual writing assignment to consolidate the learning.Throughout the lesson it is important to incorporate a variety of instructional strategies to cater to different learning styles. This may include visual aids such as PowerPoint slides or handouts audio or video resources hands-on activities and opportunities for student-led learning. Varying the format of the lesson maintains studentengagement and allows the teacher to monitor comprehension and provide timely feedback.Assessment is a crucial component of the lesson plan. Formative assessments conducted during the lesson such as comprehension checks or exit tickets can help the teacher gauge student understanding and identify areas that may require additional support. Summative assessments at the end of the lesson or unit can measure the achievement of the learning objectives and inform future instructional decisions.Finally the lesson plan should include time allocations for each activity. This helps to ensure that the lesson flows smoothly and that all intended content is covered within the allotted class time. The teacher should also build in flexibility to accommodate unforeseen circumstances or to extend activities based on student needs.Overall a well-crafted lesson plan is essential for university English teachers to deliver effective and engaging lessons. By clearly defining the learning objectives outlining the instructional strategies and incorporating assessment the teacher can create a structured learning environment that supports students in achieving the desired language proficiency outcomes. Regular review and refinement of the lesson plan based on student feedback and performance datacan further enhance the quality of instruction and contribute to the professional growth of the university English teacher.。
英语演讲教程
英语演讲教程（英文版）Presentations and Public Speaking in EnglishA presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way. People are sometimes afraid of speaking in public, but if you follow a few simple rules, giving a presentation is actually very easy. This tutorial guides you through each stage of giving a presentation in English, from the initial preparation to the conclusion and questions and answers. This tutorial is itself set out like a mini-presentation.PreparationCan you name the 3 most important things when giving any presentation?Number 1 is . . . PreparationNumber 2 is . . . Preparation!Number 3 is . . . Preparation!!Preparation is everything!With good preparation and planning you will be totally confident and less nervous. And your audience will feel your confidence. Your audience, too, will be confident. they will be confident in you. And this will give you control. Control of your audience and of your presentation. With control, you will be 'in charge' and your audience will listen positively to your message.ObjectiveBefore you start to prepare a presentation, you should ask yourself: "Why am I making this presentation?" Do you need to inform, to persuade, to train or to sell? Your objective should be clear in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience.Audience"Who am I making this presentation to?" Sometimes this will be obvious, but not always. You should try to inform yourself. How many people? Who are they? Business people? Professional people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues or a large gathering of 400 competitors? How much do they know already and what will they expect from you?Venue"Where am I making this presentation?" In a small hotel meeting-room or a large conference hall? What facilities and equipment are available? What are the seating arrangements?Time and length"When am I making this presentation and how long will it be?" Will it be 5 minutes or 1 hour? Just before lunch, when your audience will be hungry, or just after lunch, when your audience will be sleepy?MethodHow should I make this presentation?" What approach should you use? Formal or informal? Lots of visual aids or only a few? Will you include some anecdotes and humour for variety?Content"What should I say?" Now you must decide exactly what you want to say. First, you should brainstorm your ideas. You will no doubt discover many ideas that you want to include in your presentation. But you must be selective. You should include only information that is relevant to your audience and your objective. You should exclude all other ideas. You also need to create a title for your presentation (if you have not already been given a title). The title will help you to focus on the subject. And you will prepare your visual aids, if you have decided to use them. But remember, in general, less is better than more (a little is better than a lot). You can always give additional information during the questions after the presentation.StructureA well organised presentation with a clear structure is easier for the audience to follow. It is therefore more effective. You should organise the points you wish to make in a logical order. Most presentations are organised in three parts, followed by questions:Beginning Short introduction welcome your audienceintroduce your subjectexplain the structure of your presentationexplain rules for questionsMiddle Body of presentation present the subject itselfEnd Short conclusion summarise your presentationthank your audienceinvite questionsQuestions and AnswersNotesWhen you give your presentation, you should be - or appear to be - as spontaneous as possible. You should not read your presentation! You should be so familiar with your subject and with the information that you want to deliver that you do not need to read a text. Reading a text is boring! Reading a text will make your audience go to sleep! So if you don't have a text to read, how can you remember to say everything you need to say? With notes. You can create your own system of notes. Some people make notes on small, A6 cards. Some people write down just the title of each section of their talk. Some people write down keywords to remind them. The notes will give you confidence, but because you will have prepared your presentation fully, you may not even need them!RehearsalRehearsal is a vital part of preparation. You should leave time to practise your presentation two or three times. This will have the following benefits: you will become more familiar with what you want to sayyou will identify weaknesses in your presentationyou will be able to practise difficult pronunciationsyou will be able to check the time that your presentation takes and make any necessary modificationsSo prepare, prepare, prepare! Prepare everything: words, visual aids, timing, equipment. Rehearse your presentation several times and time it. Is it the right length? Are you completely familiar with all your illustrations? Are they in the right order? Do you know who the audience is? How many people? How will you answer difficult questions? Do you know the room? Are you confident about the equipment? When you have answered all these questions, you will be a confident, enthusiastic presenter ready to communicate the subject of your presentation to an eager audience.EquipmentEasily your most important piece of equipment is...YOU! Make sure you're in full working order, and check your personal presentation carefully - if you don't, your audience will! the overhead projector (OHP) displays overhead transparencies (OHTs or OHPTs). It has several advantages over the 35mm slide projector:it can be used in daylightthe user can face the audiencethe user can write or draw directly on the transparency while in usethe whiteboard (more rarely blackboard or GREenboard) is a useful device for spontaneous writing - as in brainstorming, for example. For prepared material, the OHP might be more suitable. The duster is used for cleaning the whiteboard. It is essential that the duster be clean to start with. You may consider carrying your own duster just in case. Markers are used for writing on the whiteboard (delible - you can remove the ink) or flipchart (indelible - you cannot remove the ink). They are usually available in blue, red, black and green. Again, it's a good idea to carry a spare set of markers in case you are given some used ones which do not write well. "A good workman never blames his tools." The flipchart consists of several leaves of paper that you 'flip' or turn over. Some people prefer the flipchart to the whiteboard, but its use is limited to smaller presentations. The Slide projector - which must be used in a darkened room - adds a certain drama. Some slide projectors can be synchronised with audio for audio-visual (AV) presentations. These projectors are typically used for larger presentations. The majority take 35mm slides or transparencies (as seen here), but projectors for 6x6cm slides are also available.Transparencies are projected by an overhead projector or a slide projector onto a screen - in this case a folding screen which can be packed up and transported. The notebook computer is increasingly being used to display graphics during presentations. It is often used in conjunction with an overhead projector, which actually projects the image from the computer screen onto the wall screen. Handouts are any documents or samples that you 'hand out' or distribute to your audience. Note that it is not usually a good idea to distribute handouts before your presentation. The audience will read the handouts instead of listening to you.Delivery'Delivery' refers to the way in which you actually deliver or perform or give your presentation. Delivery is a vital aspect of all presentations. Delivery is at least as important as content, especially in a multi-cultural context.NervesMost speakers are a little nervous at the beginning of a presentation. So it is normal if you are nervous. The answer is to pay special attention to the beginning of your presentation. First impressions count. This is the time when you establish a rapport with your audience. During this time, try to speak slowly and calmly. You should perhaps learn your introduction by heart. After a few moments, you will relax and gain confidence.Audience RapportYou need to build a warm and friendly relationship with your audience. Enthusiasm is contagious. If you are enthusiastic your audience will be enthusiastic too. And be careful to establish eye contact with each member of your audience. Each person should feel that you are speaking directly to him or her. This means that you must look at each person in turn - in as natural a way as possible. This will also give you the opportunity to detect signs of boredom, disinterest or even disaGREement, allowing you to modify your presentation as appropriate.Your objective is to communicate!Body LanguageWhat you do not say is at least as important as what you do say. Your body is speaking to your audience even before you open your mouth. Your clothes, your walk, your glasses, your haircut, your expression - it is from these that your audience forms its first impression as you enter the room. Generally speaking, it is better to stand rather than sit when making a presentation. Be aware of and avoid any repetitive and irritating gestures. Be aware, too, that the movement of your body is one of your methods of control. When you move to or from the whiteboard, for example, you can move fast or slowly, raising or reducing the dynamism within the audience. You can stand very still while talking or you can stroll from side to side. What effect do you think these two different approaches would have on an audience?Cultural ConsiderationsBecause English is so widely used around the world, it is quite possible that many members of your audience will not be native English-speakers. In other words, they will not have an Anglo-Saxon culture. Even within theAnglo-Saxon world, there are many differences in culture. If we hypothetically imagine a German working for an Israeli company making a presentation in English to a Japanese audience in Korea, we can see that there are even more possibilities for cultural misunderstanding. You should try to learn about any particular cultural matters that may affect your audience. This is one reason why preparation for your presentation is so important. Cultural differences can also be seen in body language, which we have just discussed. To a Latin from Southern France or Italy, a presenter who uses his hands and arms when speaking may seem dynamic and friendly. To an Englishman, the same presenter may seem unsure of his words and lacking in self-confidence.Voice qualityIt is, of course, important that your audience be able to hear you clearly throughout your presentation. Remember that if you turn away from your audience, for example towards the whiteboard, you need to speak a little more loudly. In general, you should try to vary your voice. Your voice will then be more interesting for your audience. You can vary your voice in at least three ways:speed: you can speak at normal speed, you can speak faster, you can speak more slowly - and you can stop completely! You can pause. This is a very good technique for gaining your audience's attention. intonation: you can change the pitch of your voice. You can speak in a high tone. You can speak in a low tone. volume: you can speak at normal volume, you can speak loudly and you can speak quietly. Lowering your voice and speaking quietly can again attract your audience's interest.the important point is not to speak in the same, flat, monotonous voice throughout your presentation - this is the voice that hypnotists use to put their patients' into trance!Visual aidsOf all the information that enters our brains, the vast majority of it enters through the eyes. 80% of what your audience learn during your presentation is learned visually (what they see) and only 20% is learned aurally (what they hear). The significance of this is obvious:visual aids are an extremely effective means of communication non-native English speakers need not worry so much about spoken English - they can rely more heavily on visual aids It is well worth spending time in the creation of good visual aids. But it is equally important not to overload your audience's brains. Keep the information on each visual aid to a minimum - and give your audience time to look at and absorb this information.Remember, your audience have never seen these visual aids before. They need time to study and to understand them. Without understanding there is no communication.Audience ReactionRemain calm and polite if you receive difficult or even hostile questions during your presentation. If you receive particularly awkward questions, you might suggest that the questioners ask their questions after your presentation.LanguageSay what you are going to say,Simplicity and ClarityIf you want your audience to understand your message, your language must be simple and clear.Use short words and short sentences.Do not use jargon, unless you are certain that your audience understands it.In general, talk about concrete facts rather than abstract ideas.Use active verbs instead of passive verbs. Active verbs are much easier to understand. they are much more powerful. Consider these two sentences, which say the same thing:Toyota sold two million cars last year.Two million cars were sold by Toyota last year.Which is easier to understand? Which is more immediate? Which is more powerful? N°1 is active and N°2 is passive.SignpostingWhen you drive on the roads, you know where you are on those roads. Each road has a name or number. Each town has a name. And each house has a number. If you are at house N° 100, you can go back to N° 50 or forward to N° 150. You can look at the signposts for directions. And you can look at your atlas for the structure of the roads in detail. In other words, it is easy to navigate the roads. You cannot get lost. But when you give a presentation, how can your audience know where they are? How can they know thestructure of your presentation? How can they know what is coming next? They know because you tell them. Because you put up signposts for them, at the beginning and all along the route. This technique is called 'signposting' (or 'signalling').During your introduction, you should tell your audience what the structure of your presentation will be. You might say something like this:"I'll start by describing the current position in Europe. Then I'll move on to some of the achievements we've made in Asia. After that I'll consider the opportunities we see for further expansion in Africa. Lastly, I'll quickly recap before concluding with some recommendations."A member of the audience can now visualize your presentation like this:IntroductionWelcomeExplanation of structure (now)BodyEuropeAsiaAfricaConclusionSumming upRecommendationsHe will keep this image in his head during the presentation. He may even write it down. And throughout your presentation, you will put up signposts telling him which point you have reached and where you are going now. When you finish Europe and want to start Asia, you might say:"That's all I have to say about Europe. Let's turn now to Asia."When you have finished Africa and want to sum up, you might say:"Well, we've looked at the three continents Europe, Asia and Africa. I'd like to sum up now."And when you finish summing up and want to give your recommendations, you might say:"What does all this mean for us? Well, firstly I recommend..."the table below lists useful expressions that you can use to signpost the various parts of your presentation.SignpostingFunction Language Introducing the subjectI'd like to start by...Let's begin by...First of all, I'll...Starting with...I'll begin by...Finishing one subject...Well, I've told you about...That's all I have to say about...We've looked at...So much for......and starting anotherNow we'll move on to...Let me turn now to...Next...Turning to...I'd like now to discuss...Let's look now at...Analysing a point and giving recommendationsWhere does that lead us?Let's consider this in more detail...What does this mean for ABC?Translated into real terms...Giving an exampleFor example,...A good example of this is...As an illustration,...To give you an example,...To illustrate this point...Dealing with questionsWe'll be examining this point in more detail later on...I'd like to deal with this question later, if I may...I'll come back to this question later in my talk...Perhaps you'd like to raise this point at the end...I won't comment on this now...Summarising and concludingIn conclusion,...Right, let's sum up, shall we?I'd like now to recap...Let's summarise briefly what we've looked at...Finally, let me remind you of some of the issues we've covered... If I can just sum up the main points...Orderingstly...First of all...then...next...after that...finally... To start ter...to finish up...。
教师手册 英语
教师手册英语Teacher's Handbook: EnglishIntroduction:As an English teacher, it is essential to have a comprehensive understanding of various teaching strategies, classroom management techniques, and effective assessment methods. This teacher's handbook aims to provide guidance and resources to enhance the teaching and learning experience in an English classroom.Section 1: Teaching Strategies1.1 Communicative Language Teaching (CLT)- Definition and principles of CLT- Incorporating real-life communication activities- Promoting student-centered learning1.2 Task-Based Learning (TBL)- Overview of TBL approach- Designing and implementing effective tasks- Encouraging collaboration and problem-solving skills1.3 Content and Language Integrated Learning (CLIL)- Explanation of CLIL model- Integrating subject areas with language learning- Developing content-based materials1.4 Differentiated Instruction- Understanding diverse learner needs- Adapting teaching strategies for individual students- Providing meaningful and challenging activities Section 2: Classroom Management2.1 Establishing Classroom Rules and Expectations- Defining and discussing behavior expectations- Collaboratively creating class rules- Clearly communicating consequences and rewards 2.2 Creating a Positive Learning Environment- Building positive rapport with students- Encouraging mutual respect and inclusivity- Addressing conflicts and promoting conflict resolution 2.3 Effective Lesson Planning- Setting clear objectives and outcomes- Structuring lessons with a variety of activities- Allocating time efficiently2.4 Managing Student Engagement- Implementing active learning strategies- Using technology as a teaching tool- Encouraging student participation and motivation Section 3: Assessment and Evaluation3.1 Formative Assessment Strategies- Incorporating ongoing assessments- Using rubrics and checklists for feedback- Promoting self-assessment and reflection3.2 Summative Assessment Techniques- Designing fair and valid tests and exams- Ensuring alignment with learning objectives- Providing constructive feedback and grading3.3 Alternative Assessment Methods- Exploring project-based assessments- Incorporating presentations and portfolios- Assessing collaboration and teamwork skills3.4 Assessing Language Skills- Evaluating reading, writing, listening, and speaking - Integrating authentic materials for assessment- Measuring language proficiencyConclusion:The teacher's handbook presented various teaching strategies, classroom management techniques, and assessment methods to enhance English language teaching. By incorporating these strategies, English teachers can create an effective and engaging learning environment, fostering language acquisition, and promoting student success. Adaptation and continual professional development are key in becoming a successful English educator.。
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汕柄宏福外语学校教师工作手册任教班级_________________ 任教学科_________________ 教师姓名_________________ 联系电话_________________ ________年___月至_______年___月警言1、蓬生麻中，不扶自直，白沙在泥，与之俱墨。
2、其身正，不令而行，其身不正，虽令不从。
（孔子）3、凡是教师缺少爱的地方，无论品格还是智慧，学生不可能充分地自由地发展。
4、人之初，如玉璞。
5、平庸的老师叙述；好的老师讲解；优异的老师示范；伟大的老师启发。
6、子不教，父之过，教不严，师之惰。
7、最尊重学生的教师，也最受学生的尊重。
8、教师不仅要书教得好，还得是人生的指导者，生活中的朋友，甚至是心理保健医生。
9、唤起创造性的表现与求知之乐，是为人师表至高无上的秘方。
10、一个老师最重要的是用心去教，而不是用书去教。
11、科学上相信与不相信与他的积累有关。
12、资源有限创新无限。
13、理念是内衣，实践是外套。
14、有的人牺牲自己照亮别人，有的人牺牲别人照亮自己。
15、科学需要用文明底线进行约束。
16、最大的光荣是得到承认。
中小学教师职业道德规范一、爱国守法。
热爱祖国，热爱人民，拥护中国共产党领导，拥护社会主义。
全面贯彻国家教育方针，自觉遵守教育法律法规，依法履行教师职责权利。
不得有违背党和国家方针政策的言行。
二、爱岗敬业。
忠诚于人民教育事业，志存高远，勤恳敬业，甘为人梯，乐于奉献。
对工作高度负责，认真备课上课，认真批改作业，认真辅导学生。
不得敷衍塞责。
三、关爱学生。
关心爱护全体学生，尊重学生人格，平等公正对待学生。
对学生严慈相济，做学生良师益友。
保护学生安全，关心学生健康，维护学生权益。
不讽刺、挖苦、歧视学生，不体罚或变相体罚学生。
四、教书育人。
遵循教育规律，实施素质教育。
循循善诱，诲人不倦，因材施教。
培养学生良好品行，激发学生创新精神，促进学生全面发展。
不以分数作为评价学生的唯一标准。
五、为人师表。
坚守高尚情操，知荣明耻，严于律己，以身作则。
衣着得体，语言规范，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。
六、终身学习。
崇尚科学精神，树立终身学习理念，拓宽知识视野，更新知识结构。
潜心钻研业务，勇于探索创新，不断提高专业素养和教育教学水平。
pow 一日简易工作流程教学管理考评要略爱因斯坦说：你在解释一个简单现象的时候，不能改变这个程式。
在不能改变它的条件下使它简单，而不能使它过分简单。
人间的规则不可能订得那么详细，法律也不例外。
所以要简化，但不可太简。
把前提都简化到没有了。
很多简化的事情它隐含在那些前提里面，我们不知道，不觉得，可是事实上在遵守。
如果不遵守就变得很怪。
人间事实上不可以的，不能订在规则里。
就如拳击选手不能在赛时台上打点滴，教室不能大小便。
根据学校现阶段教学工作状况和可持续发展思路，特拟订教学管理考评要略如下：一·工作手册1·完成周历表并预记本期大事，以利提前准备。
1分。
2·根据课程标准要求和本班学生实际合理制定有效计划。
3分。
3·作业批改及时发现学生创新答题和典型错误，积累素材有利讲评与复习。
每周1分。
不够可自己制表。
4·考试必有成绩登记。
每次1分。
5·期中·期末考试必须进行质量分析。
每次1分。
（平时考试自行分析，学校不作考评。
）6·家庭作业信息要及时登记反馈给家长，争取家长支持。
家长投诉查实，一次5分。
7·期末教学工作总结经验反思教训。
5分。
二·备提倡教师认认真真钻教材，促使踏踏实实抓质量。
借助专家智慧，充分考虑学生学情，制定学生学案。
不求全基本环节，注重课堂实效。
提倡自主·合作·探究·创新·互动·乐导乐学。
充分利用教具和媒体，一科为主其余略备。
无准备进课堂扣5分。
三·教1·教师候课制，迟到一分钟扣1分，以此类推。
拖堂1分，空堂3-8分，中途离岗2-8分。
2·教师衣着得体·仪态端庄·精神饱满·不带个人情绪。
宽严有度，把握惩戒与体罚的界线。
嘲讽·辱骂·体罚学生，如有此类投诉根据所造成的社会影响的程度分别扣5-100分。
3·无效课堂追究制。
教师不能驾驭课堂，无教学效果，学生乱哄哄。
扣3-8分。
4·课上抽烟·玩手机或做与教学无关的事1-8分。
四·批1·漏批·错批·批改符号不规范一处扣1分。
2·作业·作文批改不及时一次扣3分。
五·辅1·重实效，抓基础，注重当堂辅导·面批作业且有家长反映奖5-10分。
2·辅导镇级以上竞赛（包括网络报刊杂志），按获奖名次和人数分别给予重奖。
六·考 1·按其中期期末考试成绩给予高分保持奖，低分进步奖。
2·按其中期末期考试成绩分别给予绩效奖。
3·任何考试千万别触及底线，弄虚作假，营私舞弊，根据情节分别给予50-200分重罚。
积累工作业绩，保留工作的印迹；增进工作的成功感成就感。
篇二：《教师工作手册》南方职业学院文件南职教?2013?98号关于下发《教师工作手册》的通知学院各系部：为进一步规范日常教学管理，切实提高我院教育教学水平，经研究，学院决定下发《教师工作手册》，从本学期开始执行。
请全体任课教师按要求认真填写《教师工作手册》中各项内容，于每学期放假前，由教研室核实后交系部审查，最后，由系部汇总提交教务处备查。
《教师工作手册》填写作为本学期教师最后一项教学工作任务记入考核内容。
特此通知南方职业学院2013年5月9日南方职业学院教师工作手册2012—2013学年第二学期系部建筑工程系教研室建筑工程技术教师姓名技术职称讲师2013 年 1 月 20 日填表说明1．按照具体落实情况，客观反映各项工作，实事求是地填写各种表格的规定栏目。
2．及时填写，以免遗忘或疏漏。
3．填写内容要求准确、简明扼要。
4．定期交教研室主任审阅，并签署意见。
5．每学期结束将本工作手册交教务处存档。
6.学期授课计划、课程教学学生考勤表、课程教学平时成绩登记表、听课记录表、试卷质量分析表等需要一份以上的，请到系部教学干事处领取，并按本手册要求填写相应内容，期末装订好与本手册一同上交。
目录1.南方职业学院2013-2014学年第二学期教学校历 ?? 42.南方职业学院作息时间表 ???????????? 53.南方职业学院关于日常教学管理的规定 ?????? 64.学期工作计划 ???????????????????105.课程标准 ?????????????????????116.学期授课计划 ???????????????????247.课程教学学生考勤表 ????????????????298.课程教学平时成绩登记表 ??????????????309.听课记录表 ????????????????????3110.实训（实验）教学质量评价表????????????3211.教师课堂教学质量测评表 ????????????? 3312.试卷质量分析表 ????????????????? 3413.学期小结 ????????????????????3514.学期教师业务工作登记表??????????????36注：1、本期共20周，其中10、11级教学周18周，12级教学周17周，国庆假1周，考试1周。
2、教师必须带教案、教学校历、考勤表、成绩册、授课计划、教学大纲、教材上课，且有4节以上备课余量。
3、开学第二周交本期授课计划、实验实训计划（各一式三份）。
4、公共课与专业基础课每2课时改1次作业，专业课、政治课每4课时改1次作业，语文课每期作文不少于4篇。
5、下班辅导每期不少于8次，体育教师出早操或组织课外活动不少于8次。
6、教授、副教授、讲师听课4节，助讲6节，见习教师10节。
南方职业学院作息时间表篇三：教师工作手册2013-2014年度第二学期科室：姓名：西和明德小学教务处2013/12/27 2014年春季教师手册目录1、2014年教师工作指导（学校）2、2014年教师工作指导（教务处）3、2014年教师工作指导（德育处）4、2014年教师工作指导（政教处）5、2014年教师工作指导（总务处）6、2014年教师工作指导（食堂管理）7、2014年教师工作指导（财务）8、（附件1）校历9、2014年春季教师手册（学校）一、成立校委会。
（一）校委会职责。
学校中层领导班子成员的选定；决定学校资金的大额开支；发票确认签字；学校大型主题活动策划；学校重大事件的决定。
（二）校委会成员及分工。
校长（田银春）全面负责学校工作，直接为教务主任、德育主任、政教主任、总务主任、食堂管理员、会计提供支持。
教务主任（崔秀景）负责学校教务工作，直接为语文教研组长、数学教研组长、英语教研组长、科学教研组长、音体美教研组长提供教务支持，负责教师请假后的调课工作，负责校长外出期间的教务工作。
教务副主任（曹桂祖）直接为教务主任负责。
党支部书记（崔秀景）全面负责学校党务工作。
德育主任（胡广禄）负责学校德育工作的全面开展。
直接为幼一、幼二及1-6中队辅导员提供全方位活动支持；为学校德育五星级验收做好相关工作，创办校刊《明德苑》。
负责中队辅导员请假后的活动，负责校长外出期间的德育活动工作。
德育副主任（杨家福）直接为德育主任负责。
政教主任（胡广禄）负责学校政教工作，主要包括安全、办公室文件收发；为校园文化建设提供支持；撰写上报信息。
负责中班主任请假后的班级安全，负责校长外出期间的学校安全工作。
政教副主任（秦国勋）直接为政教主任负责。
总务主任（杨家福）直接为全校师生负责，主要工作包括总务管理，学校用水、厕所等。
食堂管理员（秦国勋）直接为全校师生负责，主要工作包括两餐及对应的档案管理等。
会计（吕玉霞）负责学校所有财务工作。
二、确定德育处各中队辅导员及辅导员助理。
幼一班（郭琥）负责幼一的一切事物，主要包括安全、两餐、卫生、传染病防治、纪律、教师协调，缺勤顶岗等。
班主任助理（杨家福）直接为班主任负责，着重是班主任忙学校其他事务或不在岗时的全部事务。
幼二班（王军霞）负责本班的一切事物，主要包括安全、两餐、卫生、传染病防治、纪律、教师协调，缺勤顶岗等。
班主任助理（张金花）直接为班主任负责，着重是班主任忙学校其他事务或不在岗时的全部事务。
一年级（刘秀国）负责本班的一切事物，主要包括安全、两餐、卫生、传染病防治、纪律、教师协调，缺勤顶岗等。