英语教学法Chapter 1
高中英语-Unit1-《The-phantom-of-the-opera》-reading教案-牛津
Chapter1. The Phantom of the Opera -Reading一、章节分析（Reading section ）（一）综述本章节讲解并描述了一个故事：剧院魅影。
由于此剧在上海曾经演出过，因此学生们对这个主题应当是比较熟识甚至酷爱的。
因此，老师应充分利用学生的爱好，将此名剧同课文相结合，来进行教授。
本课的任务有两个：1学生通过对课文的学习。
驾驭一些核心词汇，例如：capture, kidnap, mask, magically等。
2通过学习课文，了解故事的写作方法，为writing部分做打算。
（二）阅读目标1学问目标学习课文中重点词、词组、句型和语法。
2实力目标通过阅读进一步了解歌剧的历史以及其他方面的学问。
3情感目标对文中的phantom的内心世界进行分析，推断文学作品中人物的善恶和性格的困难冲突性。
（三）教学方法采纳任务型教学法组织教学，通过听说，探讨等详细活动，达到教学效果。
（四）重点和难点1词汇学习1)核心词汇belowobeyphantomrolekidnapaudiencereleaseburstmagicallyinjure2)拓展词汇operaangelexistcapture3)词组和短语a huge building, with seventeen floorsforce him to leave homemake a secret home for sbgain power overmust bebe crowded within the endbe filling with waterbe shocked atmake sb do4)句型学习1. In the middle of this lake was an island, and on that island, one hundred yearsago, lived the Phantom2. …,he was so ugly that his own mother made him wear a mask,…教学设计（Teaching Designs）解。
英语教学法
Chapter one IntroductionI. Introduction to the course1.ELTM: English Language Teaching Methodology英语教学法2.Reasons3.Aim4.Main content1)Theories2)practice5.Requirements1)prevision2)participation in classroom teaching practice3)full preparations for teaching practice before class4)attendance5)assignments6.Assessment1)performance 50%2)final exam 50%II. Main schools of foreign language teaching methodology外语教学法的主要流派1.The Grammar-T ranslation Method 语法翻译法（from the 18th）1）Main objective: to enable Ss to read and translate the target language2）Main content of classroom teaching:grammar3）Main medium of instruction:native language4）Language skills to be developed:reading and writing5）Main teaching activities: explanation, analysis, translation6）Main practice technique:translation7）The emphasized form of language:written language8）Arrangement of the teaching materials:according to the grammar system9）Advantages:parison between the native language and target languageb.development of reading and writing abilitiesc.systematic study of grammatical rules10)Disadvantages:a. overemphasis on translation, overdependence on native languageb. too much emphasis on reading and writing, neglect of listening and speakingc. rote-learning2.The Direct Method 直接法(from the late 19th)1)Main objective:to enable the Ss to communicate in the target language2)T eaching language:target language3)The emphasized language form:spoken language (correct pronunciation)4)Language skills :listening, speaking, reading and writing with emphasis onlistening and speaking5)Main teaching technique: direct association of the target language with the physicalworld6) Way of developing the ability to communicate: providing practice in listening andspeaking through imitation and repetition7) Attitude towards the Ss’ errors: intolerant8）Advantages:e of the target languageb.emphasis on language practicec.favorable atmosphere of learning9）Disadvantages:a. overemphasis on the similarities between first language acquisition and secondlanguage learningb. lack of the knowledge of the target language grammarc. very demanding for non-native teachers3.The Audio-lingual Method 听说法(from 1950s)1)Main objective:to enable the Ss to use the target language communicatively2)Language skills: listening, speaking, reading and writing; listening and speakingcome before reading and writing3)Way of presenting the language: using dialogues4)Main practice form: dialogue and pattern drills5)T eaching aids: tapes, language labs, visual aids6)Language used in classroom teaching: target language7) Practice techniques:mimicry, memorization, pattern drills8）Attitude towards the Ss’ errors:intolerant9) Advantages:a.emphasis on the importance of practice in language learningb.development of the separation of the language skillse of the lab10) Disadvantages:a. boredom caused by endless pattern drillsb. teacher’s domination of the class4.The Cognitive Approach 认知法(from 1960s)1)Main objective:to develop the Ss language abilities possessed by native speakers2)Language skills: four skills are equally important3)Main form of language learning:language practice4)Mode of classroom teaching: learner-centered5)Way of teaching : conscious teaching of grammar and language rules6)Attitude towards the Ss’ mistakes:tolerant7)T eaching aims: to teach the Ss language knowledge, language skills and the ability tolearn by themselves8)The focus of classroom teaching :a.rule learningb.meaningful practicec.creativity9)Advantages:a.enjoyable and meaningful learningb.emphasis on the four language skills10)Disadvantages:a.overdependence on analysis and understandingb.not well-researched and developed5.The Communicative Approach 交际法(from 1970s)1)Main objective:to develop the Ss’ communicative competence in the target language2)T eaching mode:learner-centered, task-based3)Language skills: four skills4)Main activities:communicative activities5)Way of learning:by communicating6)Attitude towards the Ss’ errors:tolerant7)Role of the teacher:facilitator, manager, advisor, co-communicator8)Role of the student:communicator, independent learner9)Advantages:a. a very effective approachb.realistic and motivating language practice6.The Audio-visual Method 视听法7.The Oral Approach 口语法8.The Natural Approach 自然法9.T otal Physical Response 全身反应法10.The Silent Way 沉默法munity Language Learning 集体学习法12.Suggestopaedia 暗示法III. Introduction to teaching skills教学技能介绍1.Leading in 导入1) interest2) naturalness3) close connection with new material4) purposefulness5) moderate amount of time2.Asking questions 提问1) proper order2) suitability3) clearness4) time for thinkinging the teaching language语言1) accurateness2) fluentness3) specialization4) understandability5) emotionality6) humorousness4.Presenting and explaining讲解1) emphasis on key and difficult points2) combination with other skills ------ blackboard writing, asking questions, varying3) good organization4) illustration with examples5) proper speed5.varying变化1) voice ( intonation, volume, speed)2) facial expression3) pause and silence4) eye contact with students5) gesture6) position7) teaching method8) interaction pattern9) classroom activity (individual work, group work, games, etc.)6.demonstrating演示1) object2) picture3) card4) slides5) multi-media6) action7.Writing on the blackboard板书1) important points2) standard writing3) good arrangement4) various forms8.Intensifying 强化1)by language2)by body language3)by signs4)by silenceanising 组织1)classroom discipline2)classroom teaching3)interaction between teacher and students4)active involvement of all students in the teaching10.Ending结束1) summarization2) comparison or contrast3) consolidation4) conciseness5) homeworkChapter two English Language teaching in middle schoolsI. Other methods of English teaching in middle schools1. Five – step method 五步法1)revision 复习2) presentation 呈现3) drill 训练4) practice 练习5) consolidation 巩固2. T ask – based approach 任务法A. stages1) pre-task: introduction to the topic and task2) task cycle:a. performing tasksb. planning to report the outcome to the classc. reporting to the class3) post-task: language focusB. types of tasks1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceC. principles of task-designing1) interest2) purpose3) application4) realness5) encouragement6) varietyD. characteristics of task-based language teaching1) purpose2) communication3) cooperationE. Way of learning1) perceiving2) experiencing3) practicing4) communicating5) cooperatingF. Types of activities1) individual work2) pair work3) group work4) full-class workG. Forms of tasks1) oral form2) written formII. Reforms of EL T in middle schools1.New conceptions of ELT in middle schoolsOld New1)T eaching way:explanation; elicitation;impartation discovery2)T eaching mode:teacher-centered; student-centered;text-based activity-based,task-based3)Interaction pattern:T → ST; T →← ST;T →Ss T →←Ss;ST →←ST;ST→←Ss;Ss →←Ss;4)Student’s role:passive listener; active participant;5) Way of learning:rote learning independent learningcooperative learning;inquiring learning 6) T eacher’s role:imparter organizer;participant;guide;facilitator; promoter;7) T eaching method: presentation task-based teaching2. N e w objectives of curriculum in middle school English teaching1) language knowledge2）language skills3) affective; affect4）cultural awareness5）learning strategyIII. Classroom teaching techniques1. Methods of leading in 导入的方法1）by using the illustrations in the book 插图导入法2）by using objects, pictures, slides, videos 直观导入法3）by reviewing what was learned last time if the new material is connected with it复习导入法4）by talking about the background knowledge 背景知识导入法5）by enjoying music 音乐欣赏导入法6）by building a suspense 设置悬念导入法7）by telling a story 故事导入法8）by discussing the topic 讨论导入法9）by asking questions concerning the new topic 提问导入法10）by guessing a riddle 猜谜导入法2. T echniques of asking questions 提问的技巧1) purposes of asking questionsa. focusing learners’ attentionb. arousing learners’ interestc. making learners thinkd. getting feedbacke. developing learners’ oral ability2) types of questionsa. memory questionsb. comprehension questionsc. inference questionsd. extension questions3) characteristics of good questionsa. specificb. worth thinkingc. enlightening4) arts of asking questionsa. being friendlyb. asking from easy questions to difficult questionsc. giving more learners chancesd. commenting promptly and positively5)leading strategies in asking questionsa. giving hintsb. rewordingc. adding more information to the questiond. encouraging learners to guessChapter three Lesson planningI. Lesson preparation1. Aspects of preparation1) aims2) materials: key points; difficult points3) methods4) stages5) teaching aids6) tasks7) types of activities8) blackboard writing design2. How to talk about your teaching 怎样说课1) T alk about your teaching materials 说教材a. status, content and importanceb. teaching focusc. teaching difficultiesd. teaching aids2) T alk about your teaching objectives 说目标a. knowledge 知识b. ability 能力c. culture 文化d. affect 情感e. strategy 策略3) T alk about your teaching methods说教法4) T alk about your learners’ studying ways 说学法5) T alk about your teaching procedure 说教学过程6) T alk about the design of your blackboard writing说板书设计7）T alk about your reflection on the teaching 说教学反思3．How to write a teaching period plan1) T eaching materials:2) T eaching aims:a. knowledge aimb. ability aimc. affect aim3) T eaching focus:4) T eaching difficulties5) T eaching aids:6) T eaching duration: 40 minutes.7) T eaching procedure:Step 1.Step 2.Step 3.Step 4.Step 5.…8) Layout of the blackboard writingII. Basic requirements for classroom teaching1. Basic teaching manners 基本教态1) clear voice2) proper speaking speed3）natural facial expressions4）frequent eye contact with all students5）good posture2. Requirements for teaching1) good teaching manners2) standard teaching language3) clear and correct presentations and explanations4) active involvement of learners5) proper teaching methods3. Classroom teaching practice1) full preparations2) standard teaching plan3) complete teaching procedure4) JEFC teaching materials5) ten minutes’ teachingIII. Lesson variation1. Ways of varying a lesson1) tempo2) organization3) mode and skill4) difficulty5) topic6) mood7) stir-settle8) active-passive2. Criteria for lesson effectiveness1)The class seemed to be learning the material well.2)The learners were engaging with the foreign language throughout.3)The learners were active, attentive, enjoying themselves all the time.4)The lesson went according to plan.5)The language was used communicatively.IV. Classroom interaction1. Most common type of classroom interaction: IRF (Initiation - Response - Feedback)2. Patterns of classroom interaction1) T----S2) T----Ss3) S----S4) S----Ss5) Ss---Ss3. Questioning1) types of questionsa. closed-ended questionb. open-ended question2) criteria for effective questioninga. clarityb.learning valuec. interestd.availabilitye. extensionf. teacher reaction4. Group work1) importance2) organizationa. presentationb. processc. endingd. feedbackChapter four Classroom ManagementI . Classroom discipline1. DefinitionClassroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behavour in classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.2. T eachers’ factors contributing to classroom discipline1) classroom management2) methodology3) interpersonal relationships4) lesson planning5) student motivation3. How to deal with discipline problems1) Before the problem arisesa. careful planningb. clear instructionsc. keep in touch2) When the problem is beginningII. Giving feedback1. Definition of feedbackFeedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.2. Components of feedback1) assessment2) correction3. Forms of feedback4. T echniques of correctionChapter five T eaching pronunciationI. Components of language1. the phonology→pronunciation2. the lexis →vocabulary3. the structure→grammarII. Aspects of pronunciation1. soundsvowels: front vowels, central vowels, back vowels, diphthongseg: 1) he sea; big city; bed beg ; bad bag;2)love does; sir fur; about arrive;3)full could; do who; jaw tore; off top; car jar4)say day; eye why; boy toy; go toe; bow now; here near;hair where; pure sureconsonants: friction consonants, stop consonants, affricate consonants, (voicelessconsonants, voiced consonants,) nasal consonants, lateral consonant, glides(semi-vowels)eg: 1) feel fan; veal van; thieves thanks; these than; sink said; zink,zed;precious vacation; treature, occasion; hat head; rat red2) pear park; bear, bark; tear bet; dear, bed; card cave; guard gave;3) chin cheer; gin jeer; beats carts; beads cards; try trim; dry dream4) me moon; neck not; sing hang5) leave let6) yet yard; we when2. stress: the amount of force with which a sound or syllable is utteredword stress: The stressed syllable in a word is given more force than other syllables when it is utteredsentence stress: Some words are stressed in a sentence. As a rule, the important words in a sentence such as the nouns, adjectives, numerals, demonstrative andinterrogative pronouns, verbs and adverbs are usually given more stressand energy. They are generally stressed more than the other words in asentence. Other grammatical words, e.g. auxiliary verbs, personalpronouns, conjunctions, articles, prepositions, are generally unstressed. 3. rhythm: Each language has its own rhythm of speech. English is read not in single wordswith spaces between them, but in groups of words, several words followingsmoothly one after the other. The intervals between stressed syllables are more orless the same no matter how many unstressed syllables there are in each interval.Thus the stressed syllables occur at fairly regular intervals in English speech. Thisregular reoccurrence of stressed syllables is rhythm.4. intonationIII. Steps of improving learners’ pronunciation1. learners’ perception2. teacher’s description and demonstration3. learners’ practiceIV. T echniques of teaching pronunciation1. demonstrating2. contrasting3. gesturing4. distinguishing5. imitating6. recordingChapter six T eaching grammarI. Content of grammar1. morphology 词法2. syntax句法II. Parts of speech 词类1. noun1）proper noun2) common nouna. individual noun →countable noun →singular formb. collective noun plural formc. material noun →uncountable nound. abstract noun2. verbA. types1) transitive verb2) intransitive verb3) link verb4) auxiliary verb5) modal verbB. forms1) finite forms限定形式a. tenseb. voicei. active voiceii. passive voicec. moodi. indicative moodii. imperative moodiii. subjunctive mood2) non-finite forms 非限定形式a. gerundb. participlec. infinitive3. adjective1) positive degree2) comparative degree3) superlative degree4. adverb5. pronoun1) personal pronoun2) possessive pronoun3) self pronoun4) reciprocal pronoun5) demonstrative pronoun6) interrogative pronoun7) relative pronoun8) conjunctive pronoun9) indefinite pronoun6. article1) indefinite article2) definite article7. conjunction1) coordinating conjunction2) subordinating conjunction8. exclamation: interjection9. numeral1) cardinal numeral2) ordinal numeral3) fractional numeral10. prepositionIII.Types of sentences1. according to the purpose of use1) declarative sentence2) interrogative sentence3) imperative sentence4) exclamatory sentence2. according to the structure1) simple sentence2) compound sentence3) complex sentence4) compound-complex sentenceIV. Parts of sentence 句子成分1. subject2. predicate3. object4. predictive5. adverbial6. attributive1) restrictive attributive clause2) non-restrictive attributive clause7. appositionV. Grammar presentation1. forms2. language3. methods1) the deductive method 演绎法2) the inductive method 归纳法3) the guided discovery method 引导发现法VI. Grammar practice1. mechanical practice1) substitution drills2) transformation drills2. meaningful practiceChapter seven T eaching vocabularyI. Aspects of vocabulary teaching1. form2grammar3collocation4meaning1)denotation2)connotation3)synonym4)antonym5)hyponym6)superordinate7)co-hyponym5word formation1) conversion 转化2) derivation 派生3) compounding 合成II. Ways of vocabulary teaching1. incidental vocabulary teaching 附带性的词汇教学方式1) clues of the contexts 文章上下文线索2) guessing ability 猜词能力3) reading tasks 阅读任务2. explicit vocabulary teaching明确性的词汇教学方式3. connectionist vocabulary teaching连通主义的词汇教学方式III. vocabulary presentation1.concise definition1) Paralympics2) crimson2.detailed description1) bathtub2) mascot3.examples (hyponyms)1) furniture2) beverage4.illustration (picture, object)1) sill2) mouse5.demonstration (acting, mime)1) yawn2) doze6.context (story or sentence in which the item occurs)1) stress2) insomnia7.synonyms1) tube2) culmination8.antonym1) coma2) amiable9.translation1)dimple2) jasmine10.associated ideas, collocations1）sneer2）heaveIV. Strategies of English vocabulary learning1) metacognitive strategy 元认知策略：measures to facilitate learning by actively involvingthe learner in conscious efforts to remember newwordsa. pre-planningb. self-supervisingc. self-evaluating2) cognitive strategy 认知策略: concrete measures to learn vocabularya. consulting dictionaryb. repeatingc. practicingd. reading articlese. sortingf. guessingg. associatingh. translating3) social / emotional strategy 社会/情感策略: measures to learn from each other and toencourage oneselfV. V ocabulary memorizationPrinciple of ACTION1. A＝Association 联想2. C＝Contrast 对比3. T＝Text surroundings 语境4. I＝Induction 归纳5. O＝Observation 观察N＝Note-taking 笔记Chapter eight T eaching listeningI.The two criteria for one’s language proficiency1. accuracy1) pronunciation2) vocabulary3) grammar2. fluency1) listening2) speaking3) reading4) writingII. Classroom listening teaching1. objective2. principles3. materials4. tasks5. stages6. f actors affecting learners’ listeningIII. Major listening strategies1. listening for gist2. listening for specific information3. listening for detailed information4. predicting5. guessing6. inferring7. note-takingChapter nine T eaching speakingI. Basic functions of language1. phatic2. directive3. informative4. interrogative5. expressive6. evocative7. performativeII. Principles of teacher’s oral language1. accuracy2. fluency3. appropriateness4. orderliness5. vividness6. elicitation7. artistry8. interest9. popularization10. educationIII. Factors affecting learners’ speakingIV. Solutions to learners’ speaking problemsV. Speaking strategies1. lowering anxiety2. visualizing3. using non-verbal cues4. paraphrasing1) lexical substitution2) circumlocution5. choosing logical patterns of organization6. analyzing interests of the audienceVI. Speaking activities1. oral fluency activities1) topic-based activity2) task-based activity2. types of oral activities3. characteristics of a successful speaking activityChapter ten T eaching readingI. Types of reading activities1. text+comprehension question activitieseg. Answering comprehension questions (1)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him.1) What was the flester doing, and where?2) What sort of a flester was he?3) Why did the writer decide not to jorter him?4) How did she deaple?5) What did she hope would happen later?Answering comprehension questions (2)READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS.Y esterday I saw the new patient hurrying along the corridor. He seemed very upset. So I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.1)What is the problem described here?2)Is this event taking place indoors or outside?3)Did the writer try to get near the patient?4)What do you think she said when she called to him?5)What might the job of the writer be?6)Why do you think she wants to talk to the patient?Answering comprehension questions (3)READ THE QUESTIONS AND GUESS WHA T THE ANSWERS ARE GOING TO BE. LA TER, YOU WILL READ THE TEXT AND BE ABLE TO CHECK HOW MANY YOU GOT RIGHT.1)Where was Jane walking?2)What did she hear behind her?3)What was her necklace made of?4)What did the thief steal ?5)What did he do next?As Jane was walking down the street, she heard someone walking quietly behind her.She began to feel afraid. Suddenly a large hand touched her neck: her gold necklace broke and disappeared. In another moment, her bag too was gone, and the thief was running away.2. Reading tasks other than questions1) listing2) ordering , sorting, classifying3) comparing4) problem-solving5) sharing personal experienceII.Factors affecting learners’ reading1. reading habits2. attention3. strategy4. linguistic, cultural and background knowledge5. reading purposeIII. Solutions to learners’ problemsIV. Major reading strategies1. skimming2. scanning3. skipping4. predicting5. guessing6. inferringV．Models of teaching reading1) bottom-up model 自下而上模式2) top-down model自上而下模式3）interactive model 交互作用模式VI. Stages of teaching reading1. pre-reading stage2. while-reading stage3. post-reading stageChapter eleven T eaching writingI. Differences between spoken and written discourse1. permanence2. explicitness3. density4. detachment5. organization6. slowness of production, speed of reception7. standard language8. sheer amount and importanceII. Objectives of writing1. as a means2. as an end3. as both means and endIII. Basic requirements for writing1. content: valuable, interesting ideas2. organization: clear organization, unity, coherence, good use of transitional words3. language: standard language, correct and proper choice of words and phrases, richvocabularyIV.Types of outlines1. topic outline2. sentence outlineV. Writing practice1. sentence2. paragraph1) time2) process3) space4) example5) comparison and contrast6) cause and effect7) classification8) definition3. whole composition1) description2) narration3) exposition4) argumentation4. summary5. book report6. practical writing1) notice2) note3) letter4) resumeVI. Feedback on writing1. focus2. principle of correcting mistakes3. necessity of rewriting4. occasional peer correctionVII. Some common writing errors1. the comma splice 逗号拼接eg. We couldn’t decide upon a new car, there were many attractive models.2. the sentence fragment不完全句eg. They guided us to the edge of the village. Leaving us to find our way home alone.3. the run-on sentence 连续接排句eg. We shopped all day we were very tired by evening.4. dangling element 垂悬成分eg. Looking up at the sky, the sun went under a cloud.To finish the work this morning, time is not enough.While climbing the hill, the rain began to fall.5. misplaced modifier 修饰语错置eg. I listened when he talked attentively.The car is in that garage which was damaged.6. grammar mistake 语法错误7. Chinese English汉语式英语8. meaning unclear意思表达不清9. spelling mistake拼写错误10. logic mistake逻辑错误Chapter twelve Language learning and teachingI. Ultimate goal of learning a languageII. Objectives of teaching a language1. language2. ability1) skillsa. receptive skillsb. productive skills2) integration of four skillsa. simple integrationb. complex integration3. culture4. affect5. strategyIII. Assessment in language teaching1. summative assessment2. formative assessmentChapter thirteen Learner differencesI. Factors affecting language learning1. Intelligence factors1) observation2) attentiveness3) imitation4) memorization5) analysis6) comprehension7) generalization8) creativity9) expression2. Non-intelligence factors1) motivation2) confidence3) will4) teacher-student relationships5) habit6) method7) personalityII. Multiple intelligencesIII. Learner motivation1. integrative motivation and instrumental motivation2. intrinsic motivation and extrinsic motivation3. global motivation, situational motivation and task motivation。
2024年辽师大新版快乐英语三年级上册全册教案
2024年辽师大新版快乐英语三年级上册全册教案一、教学内容1. Chapter 1: Hello, I'm New HereLesson 1: Hello, I'm / Nice to meet you.Lesson 2: How old are you? / I am2. Chapter 2: My FamilyLesson 3: This is my mother / father / sister / brother.Lesson 4: What's your name? / My name is二、教学目标1. 让学生掌握基本的英语问候语和自我介绍，能够进行简单的交流。
2. 培养学生运用英语描述家庭成员和年龄的能力。
3. 激发学生学习英语的兴趣，培养合作学习和积极参与课堂活动的意识。
三、教学难点与重点1. 教学难点：英语基本问候语和家庭成员词汇的正确发音及运用。
2. 教学重点：掌握自我介绍和询问他人信息的表达方式。
四、教具与学具准备1. 教具：多媒体设备、PPT、卡片、挂图等。
2. 学具：教材、练习册、彩色笔等。
五、教学过程1. 导入：通过播放英语歌曲，引导学生模仿唱歌，营造轻松愉快的课堂氛围。
2. 新课内容展示：a. 教师展示Chapter 1的PPT，引导学生学习问候语和自我介绍。
b. 学生进行角色扮演，练习问候语和自我介绍。
c. 教师展示Chapter 2的PPT，教授家庭成员词汇。
d. 学生用所学的家庭成员词汇进行介绍练习。
3. 例题讲解：教师针对问候语和家庭成员的例题进行讲解，引导学生掌握正确的表达方式。
4. 随堂练习：学生完成教材中的练习题，巩固所学知识。
5. 小组活动：学生分组进行角色扮演，模拟真实场景进行英语交流。
六、板书设计1. Chapter 1: Hello, I'm New HereHello, I'm / Nice to meet you.How old are you? / I am2. Chapter 2: My FamilyThis is my mother / father / sister / brother.What's your name? / My name is七、作业设计1. 作业题目：a. 用英语写一篇自我介绍。
中小学英语教材教法完整版
中小学英语教材教法完整版The Complete n of English XXXI。
What is the task of the English curriculum in basic n?1.XXX' interest in learning English。
to establish their confidence。
to develop good learning habits and effective learning strategies。
and to XXX.2.To enable students to master certain English basic knowledge and skills in listening。
speaking。
reading。
and writing。
to form XXX.3.XXX' n。
memory。
XXX。
n。
XXX.4.To help students understand the differences een the world and Chinese and Western cultures。
broaden their horizons。
cultivate tism。
and form a XXX。
XXX.II。
What is the basic concept of the English curriculum standard?1.To face all students and XXX.2.To design the XXX.3.XXX.4.XXX.5.XXX.6.XXX learning and n channels.III。
What are the four advantages of using the nally recognized graded target structure in English curriculum design?1.To solve the problems of lack of n。
英语教学法教程王蔷
1) understanding the aims and language contents of the lesson;
2) distinguishing the various stages of a lesson;
Knowing about
the course the institution(school); the learners the syllabus
Micro planning is usually for a special lesson./ lesson
plan
Components of a lesson plan
Chapter 1 Lesson Planning
❖ Why is lesson planning necessary? ❖ Principles for good lesson planning ❖ Macro planning vs. micro planning ❖ Components of a lesson plan ❖ Sample lesson plans
Variety:
different types of activities and a wide selection of materials.
Flexibility: different methods and techniques
the contents and tasks should Learnability: be within the learning capability
7) After class reflection
2024年一年级英语教案集合
2024年一年级英语教案集合一、教学内容1.Chapter 1: Greetings and Introductions（问候与介绍）Section 1: Simple Greetings（简单问候）Section 2: Introducing Oneself（自我介绍）2. Chapter 2: Colors and Shapes（颜色与形状）Section 1: Learning Colors（学习颜色）Section 2: Learning Shapes（学习形状）二、教学目标1. 能够熟练运用简单的英语问候语进行交流。
2. 学会介绍自己的基本信息，如姓名、年龄等。
3. 掌握基本的颜色和形状词汇。
三、教学难点与重点1. 教学难点：英语发音、词汇记忆。
2. 教学重点：问候与自我介绍的表达方式、颜色和形状词汇的掌握。
四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。
2. 学具：彩色笔、白纸、练习本。
五、教学过程1. 实践情景引入（5分钟）教师模拟真实场景，用英语进行问候，引导学生模仿。
学生分角色扮演，练习问候语。
2. 例题讲解（15分钟）教师通过PPT展示例题，讲解问候与自我介绍的表达方式。
学生跟随教师一起朗读，学习正确的发音。
3. 随堂练习（15分钟）学生分组，进行问候和自我介绍的练习。
教师巡回指导，纠正发音和语法错误。
4. 学习颜色和形状词汇（10分钟）教师展示卡片，引导学生学习颜色和形状词汇。
学生跟读，并进行词汇记忆。
5. 小组活动（15分钟）学生分组，用所学颜色和形状词汇进行创作。
各组展示作品，进行分享。
学生反馈学习情况，教师答疑解惑。
六、板书设计1. 问候与自我介绍板书：Hello! My name is ________. I am ______ years old.2. 颜色和形状词汇板书：red, yellow, blue, green, circle, square, triangle, rectangle七、作业设计1. 作业题目：Write a short dialogue using the greetings and selfintroduction expressions learned today.Draw a picture using the colors and shapes learned today.2. 答案：Dialogue example:A: Hello, my name is Tom. How are you?B: I'm fine, thank you. And you?A: I'm good, too.八、课后反思及拓展延伸1. 教师反思：关注学生的学习情况，调整教学方法和节奏，以提高教学效果。
2024新版小学英语教案英文完整版
2024新版小学英语教案英文完整版一、教学内容本节课选自2024新版小学英语教材第五单元，主题为“Family and Friends”。
具体内容包括：Chapter 1 – Introducing Family Members, Section 1 – Meeting the Family，详细介绍家庭成员的称呼和相关句型。
二、教学目标1. 学生能够听懂、会说、会读家庭成员的英文称呼，如mom, dad, sister, brother等。
2. 学生能够运用所学句型介绍自己的家庭成员。
3. 学生能够通过小组合作，完成关于家庭成员的对话表演。
三、教学难点与重点重点：家庭成员的英文称呼和相关句型的运用。
难点：如何引导学生运用所学知识进行真实场景的对话表演。
四、教具与学具准备1. 教具：PPT、教学卡片、录音机、磁带。
2. 学具：学生用书、练习册、彩色笔。
五、教学过程1. 导入（5分钟）a. 播放一首关于家庭的英文歌曲，引导学生关注家庭主题。
b. 通过提问方式引导学生回顾已学的家庭相关词汇。
2. 新课内容展示（15分钟）a. 教师展示PPT，呈现家庭成员的图片和英文称呼。
b. 教师引导学生跟读，确保发音正确。
c. 教师通过例句展示如何运用所学句型介绍家庭成员。
3. 课堂互动（10分钟）a. 学生两人一组，进行角色扮演，互相介绍家庭成员。
b. 教师巡回指导，纠正发音和语法错误。
4. 例题讲解与随堂练习（10分钟）a. 教师呈现例题，讲解解题思路。
b. 学生独立完成练习，教师提供个别辅导。
5. 小组合作（10分钟）a. 学生四人一组，根据给定场景编写关于家庭成员的对话。
b. 每组进行表演，其他同学进行评价。
a. 教师带领学生回顾本节课所学内容。
b. 学生分享学习心得，教师给予鼓励和指导。
六、板书设计1. Family and Friends2. 主要内容：Family Members: mom, dad, sister, brother, grandpa, grandmaSentence Patterns: This is my , He/She is my七、作业设计1. 作业题目：a. 根据所学内容，介绍自己的家庭成员，不少于5句话。
牛津上海版英语八年级上册教案：Unit 1 Penfriends More practise
Chapter1. A letter from a pen friend
(More practice)
一、章节分析
（一）综述
本章节是补充阅读材料，是对香港电影明星成龙的童年的描写。
本课的任务有三个：
1、学生通过查阅字典了解划线词汇含义：couple, adopt, destined, Embassy。
2、通过学习课文，进一步了解对于人物的描写方法。
3、通过短文理解练习，进一步巩固特殊疑问句的问答。
（二）阅读目标
1知识目标
学习课文中重点词、词组、特殊疑问句。
2能力目标
进一步掌握人物的描述方法，使用字典（参考书）的方法，提高学生的阅读理解能力。
3情感目标
通过对成龙童年的了解，使学生意识到明星成功背后的艰辛，从而珍惜现在自身良好条件，树立远大理想，并不懈努力。
（三）教学方法
采用整体阅读方法，帮助学生加强对文章的整体理解，以达到预期教学效果。
（四）重点和难点
词汇学习，短文的问答。
二、教学设计（Teaching Designs）
[链接12]
[链接13]。
英语教学法教程王蔷chapter
❖ Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
❖ Although the main teaching contents may be the same, the students are different, the time is different, and the mood is different.
Teaching Stages and Procedures:
PPP model of teaching: Five-step language teaching:
3 –stage of teaching:
Task-based language teaching:
For teaching a new structure-based lesson, the PPP model may be the easiest procedure to follow
Variety:
different types of activities and a wide selection of materials.
Flexibility: different methods and techn tasks should Learnability: be within the learning capability
❖ Language teachers benefit from lesson planning in .
1) understanding the aims and language contents of the lesson;
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
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外语教师 的 活动领域
Figure 2
Module 1:
Approach
Module 2:
Method
Teachers’ area
Source Disciplines
Module 3:
Techniques
1.2 Language and Language Learning
1.2.1 What is language? (pp 5-7)
Do you know how long this course will take? Do you know what you shall do in the course?
What you should do
Full attendance Writing reading reviews/learning logs A paper-based test
Assignments
Read Chapter 1 and review what you learned today. Read Chapter 2 and decide:
What are the 4 stages of FLT in the West? What is the characteristic of each stage? Put it in short. What is the present situation of English Teaching in China?
1.3 Source Disciplines (pp.10-14)
Education (unity of scientific spirit and
ideological content, integration of theories and practice, visualization theory, suggestopedia, step-by-step theory, consolidation theory, teach-different-students-differently theory, methodology of educational measurement, etc.)
Linguistics (Structuralism, Transformationalgenerative Grammar, etc.)
Psychology (Behaviorism, Stimulus-Response theory,
Cognitive Psychology, Guestalt theory, Psycholinguistics)
What is language?
Language is a set of arbitrary symbols. (primarily vocal, but also visual)
Language is used for communication.
Language operates in a speech community or culture.
Learning involves active, conscious focus on & acting upon events outside or inside the organism. -
Learning is relatively permanent, but subject to forgetting. Learning involves some form of practice, perhaps reinforced practice. Learning is change in behavior.
ESL:
South Africa, India, Singapore, The Philippines, Nigeria, etc.
EFL:
China, etc. (TESOL should give as much language input as possible.)
1.2.2 Language Learning and Teaching (pp.7-8)
H. Douglas Brown’s “twenty-fivewords-or-less” definition of learning:
Learning is acquisition or “getting.” Learning is retention of information or skill. Retention implies storage systems, memory, cognitive organization.
Phonology (sounds)
Morphology (words)
Syntax (grammar)
I know. I know you know.
I know you know I know.
The girl is a model.
The girl over there is a model. The girl standing over there is a model.
Course website & blog
Course website: http://202.116.47.190/course_center/in dex Chen Daoming’s teaching blog: /tblogs/chendm User name format: 200705张三
Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.
1.2.3 English as mother tongue, ESL, EFL (pp.8-9)
English as mother tongue
UK, Ireland, Australia, NZ, USA, Canada, Barbados, Jamaica, Trinidad (& Tobago), Guyana
Figure 1
教学研究环境
相关学科理论
（语言学、心理 学、心理语言学 、社会语言学、 教育学等）
M1
教学原则 （教学道路 或称 指导思想）
M2
教学目标、教 学大纲与课程 设置、课程大 纲、教材
M3
教学
实践
相关理论研究 者的活动领域
应用语言学工作者 的活动领域
应用语言学工 作者与外语教 师共有或合作 的领域
Philosophy (Materialist Dialectics, Philosophy of Language)
Today we talked about:
What ETM means Language and Language Learning Source Disciplines of ETM
The girl who is standing over there is a model. The girl who is smiling is is a model.
Байду номын сангаас
S NP NP D N S’ NP VP VP V VP NP D a N model
The girl who is smiling is
See you next week!
Your common mailbox: scnuenglish07@
Chapter One
Introduction
1.1 What is ETM?
(pp.1-4)
ETM is an autonomous discipline.
It
has its own research contents, subjects, objectives and methodologies has its own theories and characteristics (Fig.1 & 2)
-Language is systematic and generative. (rule-governed)
Sentences Phrases Words Syllables Morphemes Phonemes
Top
Bottom
LANGUAGE
Semantics (meaning)
Pragmatics (use)
Language is human.
Language is acquired by all people in much the same way.
Different English pedagogies are based on different theories on language and language learning.
Theories on English Teaching
Chen Daoming School of Foreign Studies South China Normal University
Your common mailbox: scnuenglish07@
Theories on English Teaching