TEFL Design 1
SpeechLine Wired MAT 133、MAT 133-S、MAT 153-S 商品说明说
CARACTÉRISTIQUES• Design intemporel• Cadre lumineux bicolore pour une confirmationvisuelle claire • Modes de microphone commutables• Port logique pour une intégration transparente • Fabriqué en AllemagneLe MAT 133 est un socle de table conçu pour être robuste et discret. Il fournit une base solide aux microphones à col de cygne XLR-3.Le MAT 133-S dispose d’un bouton de microphone pratique à cadre lumineux bicolore pour une confirmation visuelle claire. La sortie logique TTL sert à diverses commandes telles que le contrôle d’une caméra. Le MAT 133-S est aus-si polyvalent que simple d’emploi.Le MAT 153-S fournit une base solide aux microphones à col de cygne XLR-5.SPÉCIFICATIONS ARCHITECTURALESLe socle de table pour brancher et faire fonctionner les microphones à col de cygne XLR devra être robuste et discret. Il devra posséder une entrée microphone XLR-3F et une sortie microphone XLR-3M. Le socle de table devra fonctionner sur alimentation fantôme 24 V. La consom-mation électrique devra être de 1,9 mA. Les dimensions devront être de 120 x 170 x 43 mm. Le poids devra être de 1 210 grammes. La température de fonctionnement devra être comprise entre -10 °C et +50 °C. Le socle de table devra être le MAS 133 Sennheiser.Le MAT 133 Sennheiser devra également être disponible sous forme d’une variante (-S) avec bouton de microphone programmable (commutation On/Off, PTM, PTT et activa-tion permanente) et un cadre à LED bicolore pour indiquer l’état actuel. La consommation électrique de la version -S devra être de 3,7 mA. Le socle de table devra disposer d’un connecteur logique TTL avec entrées et sorties logiques. La tension de sortie logique devra être à haut niveau> 2,4 V et à bas niveau < 0,4 V, la tension d’entrée logique devra être à haut niveau > 2,0 V et à bas niveau < 0,8 V.Le socle de table pour brancher et faire fonctionner les microphones à col de cygne XLR devra être robuste et discret. Il devra avoir un bouton de microphone program-mable (commutation On/Off, PTM, PTT et activation permanente) et un cadre à LED bicolore pour indiquerl’état actuel. Le socle de table devra disposer d’une entrée microphone XLR-5F, d’une sortie microphone XLR-5M et d’un connecteur logique TTL avec entrées et sorties logiques. La tension de sortie logique devra être à haut niveau > 2,4 V et à bas niveau < 0,4 V, la tension d’entrée logique devra être à haut niveau > 2,0 V et à bas niveau < 0,8 V. Le socle de table devra fonctionner sur alimenta-tion fantôme 24 V. La consommation électrique devra être de 3,7 mA. Les dimensions devront être de 120 x 170 x 43 mm. Le poids devra être de 1 210 grammes. La tempéra-ture de fonctionnement doit être comprise entre –10 °C et +50 °C. Le socle de table devra être le MAS 153-S Sennheiser.MAT 133MAT 133-S MAT 153-SCARACTÉRISTIQUES TECHNIQUESMAT 133MAT 133-S MAT 153-S Alimentation fantôme P 24Consommation électrique1,9 mA3,7 mA3,7 mA Connecteurs Entrée micro - XLR-3F Entrée micro - XLR-3F Entrée micro - XLR-5FSortie micro - XLR-3M Sortie micro - XLR-3M Sortie micro - XLR-3M Brochage de la sortie Sortie XLR-3M Sortie XLR-3M Sortie XLR-3M1 = masse 1 = masse 1 = masse2 = point chaud (+) 2 = point chaud (+) 2 = point chaud (+)3 = point froid (–) 3 = point froid (–) 3 = point froid (–) Brochage de l’entrée Entrée XLR-3F Entrée XLR-3F Entrée XLR-5F1 = masse 1 = masse 1 = masse2 = point chaud (+) 2 = point chaud (+) 2 = point chaud (+)3 = point froid (–) 3 = point froid (–) 3 = point froid (–)4 = LED5 = LED (+)Couleur de la LEDcirculaireRouge / vert Rouge / vertModes de microphone Commutation On/OffPTM (presser pour couperle son)PTT (presser pour parler)Activation permanente Commutation On/Off PTM (presser pour couper le son)PTT (presser pour parler) Activation permanenteConnexion Contact à pince pourcommande logique Contact à pince pour commande logiqueBrochage du connecteur logique Signal de déclenchementsur le connecteur logique:Signal de déclenchementsur le connecteur logique: Entrée logique(Commande deLED externe)Entrée logique(Commande deLED externe)GNDGNDSortie logique(signal de com-mutation)Sortie logique(signal de com-mutation)Poids1 210 g1 210 g1 210 g Dimensions (L x P x H)120 x 170 x 43 mm120 x 170 x 43 mm120 x 170 x 43 mm Température defonctionnement–10 °C à +50 °C–10 °C à +50 °C–10 °C à +50 °CCONTENU DE LA LIVRAISON• Socle de table• Guide rapide• Guide de sécuritéDIMENSIONS MAT 133-SMAT 153-SVARIANTES DU PRODUITMAT 133 B, noir N° d’article 505622MAT 133-S B, noir N° d’article 505624MAT 153-S B, noir N° d’article 505626 ACCESSOIRESMEG 14-40 Bmicro col de cygneN° d’article 504791MZH 3015 col de cygne N° d’article 005074MZH 3015-L col de cygne N° d’article 009435MZH 3040 col de cygne N° d’article 005076MZH 3040-L col de cygne N° d’article 009436ME 34 capsule de microphone N° d’article 005060ME 35 capsule de microphone N° d’article 005063ME 36 capsule de microphone N° d’article 005065。
米理室内设计英授申请流程
米理室内设计英授申请流程
米兰理工大学的室内设计英授申请流程如下：
1. 准备申请材料：包括本科毕业证、学士学位证或者在读证明、大学成绩单、个人简历、推荐信、动机信、作品集和语言证书（如果是英语授课需要提供雅思）。
2. 提交申请：通过米理的官方在线申请系统提交申请。
3. 提交作品集：在申请过程中，需要提交室内设计的作品集。
作品集应该展示出前期调研、创意来源、元素挖掘以及制作过程。
4. 等待审核：提交申请和作品集后，等待学校对申请进行审核。
5. 收到录取通知：如果申请成功，学校将通过邮件发送录取通知书。
6. 注册课程并支付学费：收到录取通知书后，按照学校的要求支付学费并完成注册课程。
7. 开始学习：完成注册后，就可以开始学习室内设计英授课程了。
以上信息仅供参考，具体的申请流程和要求可能会根据实际情况有所调整。
如有疑问，建议查阅米理官方网站或咨询学校招生办公室获取最新信息。
学科教学_英语专业方向培养方案-北京师范大学研究生院
学科教学•英语专业方向培养方案一、培养目标与基本规格培养具有现代教育观念和教育、教学及科研能力，具有较高水平的中小学英语教学的骨干教师。
基本规格如下：（一）热爱教师职业和英语教学工作，有志于英语教学、教学改革的实践与研究，事业心、责任感强；（二）具有较宽厚的文化基础与英语专业基础，能通过阅读专业文献了解国内外英语学科教学理论和发展趋势，具有较高的教育学和教学论的素养，在英语教学方面视野开阔、现代意识强，能胜任教学业务骨干的工作，具有较强的学科教学研究能力。
（三）身心健康。
二、招生对象及入学考试（一）招生对象大学本科毕业并获得学士学位，有三年以上基础教育教学工作经验，教学效果良好的中小学教师。
未获取学士学位者，需具有中学一级教师任职资格。
报考者必须经过所在学校推荐。
（二）入学考试1、考试方式按国家有关规定，参加在职攻读教育硕士专业学位全国统一联考。
2、考试科目基础英语、教育学、心理学、专业英语、政治理论。
三、学习年限与教学方式学习年限为三至四年。
学习分两个阶段：第一阶段主要进行课程学习，第二阶段主要是撰写学位论文（含调查研究与实验）。
其中，集中学习的时间不得少于一年。
实行导师负责与教研室（导师组）集体培养相结合，同时强调发挥学生自主学习与研究的积极性。
四、课程设置按一年左右的时间来安排课程学习。
课程设置以宽、新、实为原则，分为学位公共课、专业必修课、选修课，前两类为必修课程。
总学分不少于34学分。
1、学位公共课（15学分）2、专业必修课（至少15学分）3、选修课（至少4学分）五、学位论文工作及学位授予修满学分后方可进入撰写学位论文阶段。
论文内容应紧密联系本学科中学教学的实际，并有一定的理论分析与概括。
论文要在导师（或导师组）的指导下由学生独立完成。
论文的格式应符合规范要求。
论文必须在研究生院规定的日期以前全部完成，并打印成册，按研究生院规定的程序申请答辩。
论文评阅人和答辩委员会成员中，必须至少有一名熟悉中小学英语教学、具有高级专业技术职务的本专业方向的专家。
Teaching Plan for reading lesson
《实用英语教学设计》(Teaching Design for TEFL)07级期末考查The Final ProjectTeaching Plan for Reading Lesson, Unit 1, J3 How do we deal with our problems?1.Student analysis (5%)2.Textbook material analysis (15%)3.Learning objectives (20%)4.Teaching procedures (with what T will say for each step) (50%)5.Teaching aids and blackboard writing planning (hand-written copy)(10%)6.Appendix (including the photo copies of the textbook materialsand supplementary materials)Designer: 王雪School No.: 200703101521Class (G) Group: 3 07 (5)Date: 2010-01-03Teaching Plan for Reading Lesson, unit 1, J3How do we deal with our problems?1. Student analysis:(1)The class: a middle-sized class with 54 Ss, 31 girls and 23 boys.(2)The attitude: most Ss are quite except for a few top Ss.(3)The ability: many Ss try very hard but dare not speak or cannot speak correctlywithout the teacher’s explanations, some want to learn more but they do not know how.(4)The strategies: about one third of Ss cannot concentrate their minds in class.(5)What should I do to help Ss in the reading lesson: 首先要引起学生的兴趣，激发他们的学习动机；其次要调动学生的学习积极性，让他们积极地参与到课堂活动中来；最后就是要通过本课的学习，使学生的情感目标发生变化，让他们懂得如何正确的处理和解决他们所遇到的困难和问题1.Textbook material analysis:本单元的阅读课主要由4部分组成：section 1 (pre-reading), section 2 (while-reading), section 3 (post-reading) 和section 4. 而pre-reading 又由1a和1b 组成；post-reading由3a，3b和3c组成。
关于TEFL项目介绍
关于TEFL国际英语教师资质证书培训项目介绍关于TEFL项目简介TEFL全称是Teaching English as a Foreign Language。
目前TEFL证书为全球承认和接受，是国际认可的通用英语教师资格证书之一。
证明外教在外语口语和教学方法上经过了一定的培训,掌握了一定的技巧。
TEFL培训主要教学内容包括：基于课堂的语言学习及教学研究、语言教学中的测试与评估、英语外语教学教学法、第二语言习得之理论与实践和计算机辅助教学。
关于TEFL国际英语教师资质证书权威国际认证：英国国家职业资格4级认证英国国家职业资格是英国各行业的职业资格认证体系，是享誉全球、全球认可的老牌职业资格体系，共1-7个级别，最高7级。
该资格体系英文为NVQ，全称UK National ocational Qualifications。
NVQ-TESOL颁授机构为EDI，英国人拥有NVQ国家职业资格认证3级就可以从事英语教学工作！而通过TEFL学习考试后，将获得4级认证！此课程包含充分的教学内容，被用人单位看作职业领域的标准要求。
*专注于课程设计和实际教学技能，适合新学员及在职教师。
*是针对期望取得英语教学国际专业认证学员设立的理想课程。
本中心培训优势:➢南师具备百年教学经验，优质师资资源丰富。
➢国际标准教学教法，全英语教学。
➢聘请具备多年教学经验的外教指导教学，确保教学效果。
➢本中心提供教学实践和教学观摩，使教师不断提高，直到达到教学目标。
➢优秀教师可以在本中心实习工作。
➢推荐合作学校或幼儿园工作实习。
➢和本中心有经验教师共同分享教学经验，达到教学效果。
TEFL国际教师资格培训体系实施方案介绍本国际教师资格培训主要分为三个部分，报名后进行免费测试，如果如果测试合格，可以直接进入第二阶段学习。
课时安排：60-100小时（依学员程度而定）收费：1500元教材证书考试费（两次考试机会）+5000元培训费具体实施过程：第一阶段：综合英语素质训练1．对双语教师进行英语口语培训。
TEFL Theories C-1
Chapter 1What is TEFL?——Introduction to the Course1 What is TEFL?1-1 TEFL, an acronym (a name made up of the initial letters of an official title), stands for a research area with the phrase “Teaching English as a Foreign L anguage”.In addition to TEFL, there are some other terms with different meanings in this area:TEFL – the process of teaching English as a foreign languageEFL – the area / field of teaching English as a foreign languageESL vs. EFL –both are non-native languages but the former has official status within a country, e.g., English in India. Thus L2 is often learnt with environmental support as the language is used more commonly in people‟s daily life.L1 vs. L2 –they are different in acquisition, proficiency level, and function of social communication.1-2 TEFL is the study on how to bring about effective learning of English as a foreign language in particular teaching contexts.According to “the general model for second language teaching” designed by H. H. Stern (1983), there are 3 levels of the research framework of language teaching: the “foundations”, “interlevel” and “practice”. The “foundation” refers to the relevant subjects; “practice” refers to the activities directly in relation to classroom teaching and “interlevel” refers to the 4 most important components of TEFL theory and research:language, learning, teaching, and the context. The course “TEFL Theories” focuses on the 4 topics by linking TEFL “practice” to “theories”, which is based on the related fundamental subjects and theories.2 TEFL Methods in China2-1 TEFL approaches, methods, and techniquesThe three confusing terms “approaches”, “methods”, and “techniques” are widely discussed in the area of TEFL methodology for they are often translate d into the same Chinese character “法”. Actually they refer to different domains in language teaching:1) Approach: the theoretical assumptions about how a language is effectively taught in lightof the nature of language, language learning and teaching (Anthony, 1972).2) Method: the overall plans or designs of teaching a language that is based on systematicprinciples and teaching procedures. The nature of a method is the integration ofall elements in teaching procedure including the curriculum design, selection oftextbook, scheduling of classes, lesson planning and classroom management etc.which are the decisions made by both EFL researchers and teachers.3) Technique the specific ways/strategies used in classroom in different kinds of languageteaching contexts.2-2 TEFL MethodsIn language teaching, the three different-leveled components described above are studied in the research area “methodology” which contains the practices and procedures used in teaching, and the principles and beliefs that underlie them. Among the three, “technique” is based on “method” and all techniques can be chosen or used by teachers to implement the method for different teaching purposes. “Method” is based on the selected “approach” and, therefore, in accordance with the basic principles of the appr oach. Thus “method” links “approach” and “technique” in language teaching. The main methods adopted in TEFL are: Grammar-translation Method, Audio-lingual Method, Cognitive-code Approach, Total-physical Response, Communicative Language Teaching, and Task-based Learning etc.The main elements which can be used to identify a method are: the goal of teaching/learning, the roles of the teacher/students/textbook, the characteristics of pedagogical activities or the nature of classroom interactions, the student s‟ motivation, the teacher‟s focus in students‟ learning and the assessment, and the way to deal with students‟ errors in learning processes etc.2-3 TEFL methods in ChinaEnglish has been taught and learnt in China from Qing dynasty for more than one hundred years. The main EFL methods proposed in the official syllabi in China since the foundation of PRC are GTM (1950-76); ALM & GTM (1977-80); ALM, GTM and eclectic CTL (1980-93);the eclectic CTL –the “Five Steps” of 3P Model (1993-2001) and TBL (2001-present). Actually GTM, as the classic one used by most of EFL teachers in this country for many years until now, is a method which emphasizes the students‟ mastery of grammar rules and vocabulary through parctising and translating sentences from English to Chinese and back again in EFL learning.This course aims to help student teachers learn more about the different approaches, methods and their functions in EFL learning & teaching.3 EFL Teacher Education3-1 EFL teacher‟s personal theoryHow does a student teacher learn to teach English? As we know that teachers make different teaching decisions based on their different understandings of language learning/ teaching. It is these understandings that are titled as teachers‟ “personal beliefs/theories” or “schema”/“knowledge structure” (Rumelhart, 1980; Hodkinson & Harvard, 1994).The following training model is an attempt to build up student teachers‟ personal theories by means of performing some experience-based tasks and “reflective thinking”(“a state of doubt,hesitation, mental difficulty, in which thinking originates, and an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the complexity.”), which, according to Dewey (1933), will be a trigger in the process of constructing the schema –understanding language learning & teaching in one‟s own way.3-2 Test your personal theoryEvery EFL teacher has to decide every day: what to teach and how it is to be taught effectively with a strong belief in his mind about the way that how a language is learnt. The following questionnaire will help you know your own beliefs:Questionnaire1) Teacher should try to explain all the new language items in the lesson clearly.2) Students should just remember what the teacher says and practise as much aspossible.3) Teacher should always set questions for students to answer and provide modelanswers to any questions for students.4) Teachers should praise students for their right answers and correct all errors instu dents’ language.5) The textbook decides what the teacher should teach in classroom.6) Students should use the language freely to learn to speak it, even if they make alot of errors.7) Students should ask questions and answer questions collaboratively.8) Difficult questions should be developed and graded for the different needs ofstudents.9) Teacher should assess students’ performance not only on how well they said butwhat they said or wanted to say.10) Students of all intellectual abilities can successfully learn a foreign language.It is obvious that the beliefs/theories underlying the statements 1, 2, 3, 4, 5 are quite different from those underlying 6, 7, 8, 9, 10. The most important differences are: 1) What should students learn if they want to acquire a language? 2) Can all the different-ability students learn a language well? 3) Do students learn the language from the teacher/textbook? 4) What is the best environment for different students to be more motivated to learn the language?4 The building of TEFL theories in teachers – The aim, content, method and assessment of thecourse –TEFL Theories4-1 The aim of the courseThe primary aim of this course is to develop in student teachers a basic theoretical framework of the research area: Teaching English as a Foreign Language. The fundamental theories the framework is based on are linguistics, applied linguistics, psychology, psycholinguistics, SLA theories, sociology, socio-linguistics, educational theories, anthropology, and philosophy etc.Actually the construction of the inner framework or scheme in student teachers‟minds is a very complicated and life-long process of development. The course “TEFL theories” is just a part of the course-based training and a start of LTE (language teacher Education). It aims tohelp student teachers acquire the basic linguistic and pedagogical knowledge/skills about TEFL and learn how to combine their subject-matter understanding and pedagogical knowledge through some experience-based activities.4-2 The content of the courseIn theoretical building, the basic theories on language, language learning, learning contexts and language teaching are discussed and some other theoretical questions in relation to the basic theories are also explicated in the course, e.g.,●How do EFL learners understand and produce language?●How do different EFL learners learn the language with their learning strategies?●How do the EFL educators/ teachers design and assess teaching?●How do EFL teachers educate and develop themselves?●…And when student teachers are exploring the above questions and familiarizing themselves with the different components of TEFL framework as well as their complicated relationships through teaching observation and description, they begin to mind-map their own theoretical scheme if they can understand them from their own experience. It is a kind of personal experience-based learning.4-3 The method of the courseThere are 2 different views upon learning to teach: the behaviorist view & cognitive view. The former emphasize s the “received knowledge” (Wallace 1991) and “transmission- based”learning (Barnes & Shemilt, 1974) from lectures and books; while the latter emphasizes experience-based learning by action with the learners‟independent thinking and judgment.The main task of student teachers in theoretical building is “teaching description”. It is a way for student teachers to observe and analyze EFL teaching events in words through lesson-studies in groups interactively and collaboratively.The crucial part of teaching-description is how to discover the teaching principles/theories behind the teacher‟s everyday decisions, which have to be made in performing all kinds of teaching tasks/activities (the teaching events). It provides student with teachers the opportunity to consider whether the teacher‟s decisions or actions are right or wrong with their own judgment and helps them to build the bridge between TEFL theories and practice in their minds by conceptualizing what is going on in the real teachin g contexts with the “theories” in books.4-4 The assessment & requirements of the courseBoth the formative and summative assessment should be applied to evaluate the course by student teachers, group members, and the course teacher during the whole process of training.The following is the general course requirement:1)Attend all classes and actively participate in class discussion, classroom observation andother lesson-study activities in secondary schools (10 % of the total scores).2)Satisfactorily complete all reading assignments & tasks including all the course paper,reading notes, class-observation reports (or notes), learning journals etc. (10% of the total scores).3)Successfully perform the written exam on TEFL knowledge learnt in the course (40% of thetotal scores).4) Data-based final project (40% of the total scores: 10% for classroom observation; 10% forteaching analysis; 10% for application of the theories and 10% for theoretical criticism).Classroom observationsSample Lesson 1:Hello! Nice to meet you!This is the first lesson in JEFC, an English textbook for junior high students published by PEP (See the textbook for detail). The following is what we saw when sitting in on two classes in a secondary school in Haikou, China.Class ATh e teacher is introducing his name and the new course “English” in Chinese and then announce s “the first lesson” is to learn 7 English letters. He asks the students to watch the “big” and “small” letters in two sides of the flashcards: “ABC”, “BBC”, “CAAC”, and “CD”…, then asks if they know the meaning of the letter groups. When the students are giving the answers in Chinese (美国广播公司、英国广播公司、中国民航、光碟…), the teacher asks students if they can say the English letters. Some students say yes, some say no in Chinese.The teacher writes the seven letters “A a, B b, C c D d, E e, F f, G g” on board and asks two students who can say them to read them aloud one by one, the teacher repeats what they say with corrections sometimes, then the other students in the class follow the teacher in chorus (in both raising tone & falling tone).The teacher explains in Chinese how to write the letters while the students are asked to draw the strokes in air with their fingers moving and mouths pronouncing the sounds following the teacher. The practice session continues for a few more minutes until the students say they have no questions to say and write the 7 letters.The teacher invites one of the students to say the letter “G” and asks the others if she is right or wrong. And then he draws a sketch of a girl and a boy on board saying: “This is Han Mei, a girl. This is Jim, a boy” then says in a girl’s voice “Hello, I’m Han Mei. What’s your name?” then asks the class about the boy’s name in Chinese. After some students answer the ques tion “Jim”, the whole class read the sentence from the board written by the teacher “My name is Jim”. Then they practise the two sentences with the teacher’s Chinese explanations; finally the boys and girls are acting out the role-play dialogue:Girls: Hello! I’m Han Mei. What is your name?Boys: My name is Jim Green.Girls: Nice to meet you.Boys: Nice to meet you, too.The teacher asks the students to open their books to Page 1 and lets them listen to the textbook recoding. While listening, they are saying after the tape words by words for 3 times.And then four pairs of students are asked to demonstrate the dialogue in front of the class.The teacher gives comments.Finally the teacher instructs the students to turn to an exercise in the workbook and do Ex. 3 (to read and copy the 7 letters in both the “big”& “small” forms). After students finish the work, he assigns the homework: to read the 7 letters and the dialogue aloud and preview theother 7 letters H/ h, I/ i, J/ j, K/ k, L/ l, M/ m, N/ n in Lesson 2.Class BThe teacher is introducing her name by writing her English name (Chinese PIN YIN) on board and tries to let the students understand English with facial expression & gestures: “I am your teacher, English teacher. My name is Chen Huaqi, Please call me …Miss Chen‟. Stand up, please, and say “Good morning! Miss Chen.” Only a few Ss follow the teacher first, when the third time the teacher says “Good morning! Class.” All Ss stand up and respond.The teacher says to one of the students: “my name is Chen Huaqi, what’s your name?” The student answers “Li Guang”. The teacher then instructs everyone to write the “English name” in Chinese Pin Yin on a card then exchange the card with seatmates, saying: “I’m …. What is your name?”; “My name is …”. While Ss are doing the pair work, the teacher plays the model tape for 3 times.The teacher asks Ss if they can spell their names on cards in English, a boy spells his name “Deng Fei –D-E-N-G-F-E-I ”. The teacher writes the name and 7 letters on board and explains what English letters are and how to use the “big” and “small” letters when writing an English name. She then instructs Ss to check if their writings on cards are correct. If not, revise them with the help of the textbook (from Page.1-7) or from other Ss around.The teacher g ives out a name list with 10 English names (5 for boys: Clay, Gray, David, Peter, Edgar, and 5 for girls: Amy, Faith, Kate, May, and Betty) to Ss and indicates every group of 4 to choose one boy’s name and one girl’s name that t hey like most, and try to make clear how to write, say and spell their names to the class in 5 minutes. After the groups report their name numbers, the teacher read the names loud twice one by one and asks Ss to remember them quickly. When Ss are working on their names, the teacher moves around and helps them to their requests. One group asks the teacher to say “Edgar” for 4 times.The ready groups report their names in turn until all the 10 English names are presented: 2 group members write the names on board and the other 2 say & spell them. Those groups who choose the same names are asked to judge if the names are written, said, and spelt correctly or not. If they can find out something improper/ wrong and give the right form, their group can get a red star, which stands for 5 scores. And they also have the right to decide how many scores the working group can get (no more than 10 scores).After the presentation, the teacher writes the seven letters “A a, B b, C c D d, E e, F f, G g” on board and asks Ss to say the capitals of the following names, e.g., A my, B etty, C lay, D avid, E dgar, F aith, G ray. And asks Ss to find out which letters among the 7 contain the sound /ei/, /i:/ and /e/, e.g.,A a – /ei/;B b,C c,D d,E e – /i:/;F f – /e/After Ss finish the job, the teacher asks Ss to put the names with the same sounds in the column on board and read them again:/ei/ –A (A my Cl ay D a vid Gr ay F ai th K a te M ay)/i:/ – B C D E G (P e ter)/e/ – F (B e tty E dgar)Finally the teacher tells the students they will learn more English letters and names in a few days and they can choose any English names they like as their own but not forget to use the capital as the first letter of the name and choosing the right one for a boy or a girl. If they have chosen the English name, they have to make a “name card”, and put it on theclassroom desk and report it to class when they have English lessons, otherwise, the other classmates may use the same name.Teaching Observation & DescriptionThink about what happened in the two different classes and compare them with the first lesson you had when you were a secondary school student. Ask yourself which one is more familiar to you and which one you prefer.Discuss in groups and choose either of them your group members like more and write down your observation s according to the above introduction: the most important events/teaching or learning activities that make you choose it as your favorite. Pay more attention to what the students are feeling and learning in the classroom, and see if they are interested in learning. Why? If you feel difficult to express yourself, the following questions may help you.Supplementary reading:·Chapter 1 in Modern Foreign Language Teaching Methodology by Shu Bai-Mei, 2005 ·Part 1: “Clearing the ground” in Fundamental Concepts of Language Teaching by H. H. Stern, 1983·Chapter 1 in Training Foreign Language Teachers by M. J. Wallace, 1991·New English Curriculum Standards by Ministry of Education, PRC, July 2001。
英语教学法教程教案
英语教学法教程教案英语教学法教程教案A Course in English Language Teaching教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社陇南师范高等专科学校外语系2008年6月22日Introduction1.The name of this course.1)Methodology of English Teaching2)Methodology of English teaching at middle school/secondary school3)Teaching English as a Foreign Language/TEFL & TESL4) English, Teach it Better2.The nature of language teaching1) What's methodology?English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.2) The definition of teaching.Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.3) The purpose of English teachinga. To improve their four skills.b. To cultivate their communicative competence.c. To show them the way to study themselves.3.The significance of learning this course.1) Teaching is a highly demanded art.(4 skills & sing, play, draw and make)2) Teacher's qualificationsa. subject matter competenceb. professional competencec. personal attitude.3)The aims of this course.a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.e)to help you so solve some problems concerning the classroom instruction.f)to make some preparations for the coming teaching practice.4.How to present this course.1) lectures2) readings3) discussions4) watch video demonstrations5) mini-teaching6) practice writing teaching plan and peer teaching.5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy, Question：1.What qualifications, in your opinion, should a teacher of English possess?2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?3.Who was your admirable teacher of English at junior school?What do you think of him/her?Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.2.Teaching Content:How do we learn language?Views on languageViews on language learningWhat is good language teacher?How can one become a good language teacher?An overview of the book3. Teaching Hours: 4 periods4. Teaching materials:TextbookHandout5.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.A. The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmission of meaning.a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements)lexical items (function words and structure words)b. Target of language learningThe target of language learning, in the structural view, is the mastery of elements of this system.c. Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotal Physical Responsethe Silent WayB. The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semanticsb. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaningc. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are: communicative approaches functional-notional syllabusesThe Natural ApproachC. The interactional view of languageThe interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.a. Here are some of the areas of research in this view of language:interactional analysisconversational analysisethnomethodologyb. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.c. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are:Strategic interactioncommunicative approaches2) Teaching Methods in the Language Classroom:FL teachers must provide students with adequate teachingmethodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction amongthemselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is theacquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is withchildren when theyare learning their native language) .James Ashers' Total Physical Response:Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).7.Homework:What are difference between learning the first language and a foreign language? What are the qualities of a good language teacher? T o what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?What are the qualities of good language learner? What do they suggest to language teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of thelanguage, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.。
按拼写规律整理的不规则动词表
按拼写规律整理的不规则动词表留美硕士、美国TEFL英语教学证书持有者叶青归纳整理欢迎转发，转发时请注明出处，尊重他人劳动成果字母在单词中不发音的规律多数字母在单词中不发音时的情况是遵循一定的规律的，常见单词中一些特殊的不发音字母如下：1.d 在“handsome英俊的”“Wednesday星期三”中不发音非词尾的e 在“often/ˈɒfn/” “listen /'lisn/” “soften使（变软）；减轻；变柔和；使（温和）”中不发音Cook until the onion softens. 把洋葱煮到变软。
Her voice softens as she speaks to the baby. 她对婴儿说话时，声音变温和了。
2.词尾的e在以ble, dle, ple, tle等结尾的中不发音，如table桌子, vegetable蔬菜, middle 中间, noodle, bottle瓶子, apple, people人民，人们, pineapple菠萝, purple紫色的, castle/'ka:sl/城堡, little小的, turtle海龟3.p在“cupboard/ˈkʌbəd/柜橱，食物柜，食橱”中不发音4.s在“island岛屿”“aisle过道，通道；狭长的通路”中不发音5.t 在“often” “soften使（变软）；减轻；变柔和；使（温和）”中不发音6.w在“answer/'ɑ:nsə/” “sword /sɔ:d/剑” “two”中不发音字母在单词中不发音的常见规律1.b在以mb结尾的单词中一般不发音climb 爬comb (梳子，用梳子梳理) bomb 炸弹lamb羊羔limb四肢，树枝thumb大拇指tomb 坟墓(在member, number, umbrella中，b是发音的，因为mb不在单词的末尾)2.b在t前一般不发音doubt怀疑debt债务3.c在s后一般不发音scissors剪刀science科学scientist科学家scene场景(特例：scan 扫描, scream尖叫, screen屏幕)4.c在x后且在e, i, y前通常不发音(因为e, i, y前的c发/s/, 而x常发/ks/, /ks/已含/s/的音，所以此时的c就不发音excellence卓越excess超过；多余量；超重的；额外的excited 激动的5.k在n 前面一般不发音know知道knew知道(过去式) knit编织knife刀knee膝盖kneel跪下6.gh在t前常常不发音bought (buy“买”的过去式) brought（bring“带来”的过去式）caught（catch“抓住，赶上”的过去式）抓住daughter女儿eight fight战斗height 高度light灯might 也许straight 一直；直的right 对的；正确的；右边；右边的thought 思想weight 重量7.gn/gm在词首或词尾时g不发音: design设计resign 辞职sign 符号（在单词中间g 仍发音: signature 签名；在signpost指示牌,标志杆,路标中g不发音，因为该单词是sign + post合成的）8.h常常不发音：（1）在词首（一般是在o前面）honest诚实honor名誉hour小时heir /eə/继承人（2）在词尾：ah啊oh哦（3）在词中：A. vehicle /ˈvi:ikəl/车辆，交通工具John/dʒɔn/约翰B. 在gh/rh/th/wh组合: ghost幽灵；鬼rhyme韵rhythm节奏Thailand泰国Thai泰国的；泰国人，泰国语；what wheat小麦white whyC.在ex之后：exhibition /eksi'bi∫n/展览会9.mn在词尾n不发音：autumn秋天column栏目；柱；纵列solemn庄严的10.t在s后面一般不发音listen /'lisn/ Christmas/'krisməs/ castle/'ka:sl/城堡hustle 赶忙whistle /'wisl/口哨，吹口哨fasten /'fa:sn/捆紧11.w在wr/wh组合中不发音：wrong write (wrote) wrist手腕who whose whom12.u在字母g后面时不发音：guitar吉他guess猜测guest客人guide向导。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
The Framework of 3DR Model
Pre-service Phase Theories LinguisticPedagogic knowledge SocioPedagogic Knowledge Intake
Description
Internal Internal Processing
Uptake
6
Aims of the course
To build the basic TEFL Schema in EFL student teachers through their teaching design.
7
What to know
in Instruction Design
the learners the curriculum standards the instructional materials the educational context
18
Content of the Course
1 TEFL schema in EFL teachers 2 EFL knowledge base & lesson types 3 EFL teaching structure 4 EFL learning objectives 5 EFL cognitive components 6 EFL classroom components 7 EFL adaptation & assessment
Building TEFL Schema
EFL teaching design (pre-action decision (premaking) is one of the ways to built in student teachers the TEFL schema by identifying and testing what the basic TEFL components are & how they are interrelated in the process of teaching.
12
Recycling
Student’s needs
Textbook
integration
13
Features of Go
for it!
Step-byStep-by-step approach to language learning; learning; Easy & understandable practice activities/ tasks; tasks; Clear visual grammar-focused box grammarGameGame-like exercise for interaction/ collaboration; collaboration; Recycling activities for integrating language; language; SelfSelf-check for Ss’ own revision & monitoring Ss’
8
Attitudes
Learning Learners? ability Motivation
9
Diverse Middle-School learners MiddleThey are “romantic learners” with curiosity of learners” learning anything new; They are different in skills and abilities with the developing intelligence; intelligence; They view issues as either right or wrong and will work consciously for an important cause; They can memorize massive amounts of details; They need to see a connection between language learning and their real-life interests. realinterests.
16
Adaptation of Textbook
•N. J. H. Grant
17
Constituents of Schema
9. Assessment 2. Lesson types
7. Classroom orientation
TEFL Schema
5. Cognitive components 4. Teaching structure
JE & SE Textbooks
Junior English
Step-byStep-by-step learning FormForm-focused practice GameGame-like practice Recycling practice Self monitoring Interaction/ collaboration
Senior English
ReadingReading-orientation MeaningMeaning-focused work Information processing Independent thinking RealReal-life use of L2 Cultural knowledge
Actions
In-service Phase
Transformation Transformation
Design
Pedagogic Acting Skills Demonstration Pedagogic Thinking Skills
Reflection Personal Theories Practice Reflection
(Wang Rong 2010)
A Course in English Language Teaching
(Wang Qiang 2006)
20
Three Phases in a Unit
1. Introduction of Design Task 2. Teaching Design & Reflection 3. Summary of Understanding
3
Test your TEFL Schema
①② The learning objectives ③ The teaching method ④ Teacher talk ⑤ The task management ⑥ The classroom management ⑦ Teacher’s question strategies ⑧The classroom interaction ⑨ The learning assessment ⑩ The learning environment All the above items are important components and closely related to teacher’s personal beliefs/ 4 understandings. understandings.
2007-11-8 21
The Model of Training
Designing Tasks
L/P Knowledge
Schema
Reflective Thinking
L/P Skills
22
Assessment of the Course
The formative and summative assessment 1. Attend all classes and actively participate in group discussion and other classroom activities (10 % of the total scores). 2. Satisfactorily complete all reading assignments and teaching design tasks (30 % of the total scores). 3. Complete the final project (60 %) of planning an EFL lesson: 15 % for “learning objectives”; 15 % for teaching structure; 15 % for tasks & teaching process and 15 % for other design skills including the Bb planning.
11
Possible Solutions
Creating tasks & activities to encourage learning by doing. doing. What Ss learn & do are related to their real life; life; Encouraging Ss’ contribution of their own ideas Ss’ & feelings in their own ways Providing them step- by-step language support step- byaccordingly; Clear learning goals for Ss to monitor & reflect on their own learning;
14
Features of Senior English
Clear and concrete “topic” & “final task”; topic” task” Rich, interesting & new reading materials and challenging, graded reading tasks; tasks; Function & everyday English for real-life use; realuse; Culture corner for cross-culture knowledgFL teachers’ personal understanding or assumption of teaching process. It mind-maps interrelated constituents mindof classroom teaching and it is expected to influence teachers’ decision-making in decisionthe classroom.