英语教学法教程教案
英语教学法教程教案(王蔷)
英语教学法教程教案A Course in English Language Teaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社绪论外语教学法主要流派Teaching approaches & MethodsApproaches & methods of Language Teaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。
并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。
①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。
它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。
先后提出了自觉性原则和直观性原则。
这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)①德国论点是通过经验与分析去学习一切。
认为只从理论途径得到的记忆才是可靠的。
词汇翻译法，自觉对比法，认真教学法。
二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。
自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation.The mains features are as the followings.1.Classes are taught in the mother tongue,with little active use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Little attention explanations of the intricacies of grammar are given.5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。
《英语教学法 》全英文教案
Teaching Plan科目:英语教学法Lesson 3 Living AbroadⅠ.Background information:1. Student:45 Senior High School students, Grade 22. Class duration: 45 minsⅡ.Teaching aims:By the end of the lesson, students will be able to1. use the new words and phrases to express themselves;2. know the functions of present participle and make sentences with the grammar;3. find some cultural differences between Chinese and American.Ⅲ.Teaching contents:1. vocabulary and phrases that help to express cultural differences, such as embarrassed, embarrassing, exchange, host, hospitable, appetite, modest, stare at, have a difficult time doing sth. insist / keep on doing sth. notice / hear / see sb. doing sth.2. functions of present participle:⑴ hear sb. doing sth. (object complement)⑵ an embarrassing experience (attribute)⑵ What he did is amazing. (predicate)⑵ I went back to the room closing the door. (adverbial)3. some cultural differences between Chinese and American in three different situations.Ⅳ.Teaching aids:PPT, pictures, paper.Ⅴ.Teaching procedures:Step 1. Lead- inT: Good morning, everyone!Ss: Good morning, teacher!T: Today we will learn Lesson 3 Living Abroad. First, let us look at two pictures. (Present the pictures.) The American mouse and the Chinese mouse reply differently when they are praised, one in a confident way while the other in a modest way. So we willfind some other cultural differences between American and Chinese through the lesson.Step 2. Learn the new words and phrasesT: Before the text, let us learn the new words. Oh, the first two words are embarrassing. Do not worry! Now, we only need to recognize them. “embarrassed” means feeling shy and stupid, and we say sb. feel embarrassed. “embarrassing” refers to making sb. feel shy and stupid, and we say sth. is embarrassing. The subject is different, and you can compare them with “interested” and “interesting”. Understand?Ss: Yes!T: Ok! Next, the word “change” means “交换”，while “exchange” refers to“交换或交流”. For example, “cultural exchange” means — (Ask students to translate it.)Ss: 文化交流.T: Yes! Then, when foreign friends come to China, we Chinese, as the host or hostess，should be hospitable. (Point at the PPT and say “friendly and generous”.) Appetite---When the host or hostess is hospitable, the guest may feel delighted and have a good appetite (Point at the PPT and say “desire for food”.) Now, the last two words. (Point at the PPT.) Most Chinese are modest. (Point at the PPT and say “talking little about one’s own abilityand achievement) “stare at” means looking at for a long time without moving. Read after me —“embarrassed”.Ss: embarrassed.(Read after me: embarrassing, exchange, host, hospitable, appetite, modest, stare at)T: Do you know how to use the new words in phrases? Let us learn them together. (Next PPT.) No strange words in the phrases, so we start directly. Xxx, the meaning of the first one, please.Student A: 度过一段困难时期T: Yes, sit down please. This phrase is similar to “have difficulty doing sth.” Xxx, the second one, please.Student B:有一次尴尬经历T: Right! Sit down, please. “look embarrassed” means “看起来尴尬”. And what about the fourth one?Ss: 胃口好，有食欲.T: Good! Then, both “insist on” and “keep on” mean “继续”. The last one! “notice / hear / see + sb. + doing sth.” means “注意到/听到/看到+某人+正在做某事”. (Show the sentences.) Xxx, could you translate the sentences into Chinese for us? Student C: 我听见她正在唱歌和我听到过她唱歌。
英语教学法教程教案
Teaching PlanⅠ.Background information:●Analysis of the teaching material:This reading material is from Unit10,Section A I’m Going to be a Basketball Player. The topic of the lesson is talking about occupation. This topic is attractive and interesting because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand.●Analysis of the students:The students are in junior high school, Grade 2.They have mastered a basic knowledge of English, but they may be unaware of some new words and expressions . Besides, they may have different ideas of what they are going to be in the future and they are curious about some jobs.Ⅰ. Teaching objectives1.Knowledge objectives:Students can learn some important words and expressions: professional, pilot, programmer, engineer,dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends2.Ability objectives1)students can understand the words and expression of future intensions2)students can understand the dialogue about future intensions3)students can talk with other students about their future intensions using thestructure pattern “be going to”3..Affective objectivesEveryone has their own dreams and plans for the future and look forward to the future career. People often talk about their ideas, so this part can stimulate the students' learning initiative and interest in learning.Ⅲ. Key points and difficult points.1.key point1）vocabulary: professional, pilot, programmer, engineer, exhibition, resolutions……2) sentence pattern: --What are you going to be…--I’m going to be….--How are you going to do……--I’m going to ……2. Difficult point and solutions一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆. 学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
大学英语教学法教程教案
课时安排：2课时教学目标：1. 知识与技能目标：（1）使学生了解英语教学法的基本概念和分类；（2）掌握英语教学法的不同流派及其特点；（3）了解英语教学法的应用和实践。
2. 过程与方法目标：（1）培养学生自主学习能力，提高学生分析问题和解决问题的能力；（2）通过小组讨论、案例分析等方式，培养学生的团队合作能力。
3. 情感态度与价值观目标：（1）激发学生对英语教学法的兴趣，提高学生的职业素养；（2）培养学生具有创新精神和实践能力。
教学重点：1. 英语教学法的基本概念和分类；2. 英语教学法的不同流派及其特点；3. 英语教学法的应用和实践。
教学难点：1. 英语教学法流派的深入理解和区分；2. 英语教学法的实践应用。
教学过程：第一课时一、导入新课1. 教师简要介绍英语教学法的重要性；2. 学生分享自己学过的英语教学法。
二、讲授新课1. 英语教学法的基本概念和分类：（1）英语教学法是指根据语言教学理论，采用科学的教学方法和手段，提高学生英语水平的教学活动；（2）英语教学法分为语法翻译法、直接法、听说法、交际法等。
2. 英语教学法的不同流派及其特点：（1）语法翻译法：注重语法知识的传授，强调语言结构的准确性；（2）直接法：强调口语训练，通过模仿、重复等方式提高学生的口语能力；（3）听说法：以听力为主，通过听力训练提高学生的语言感知能力；（4）交际法：注重语言的实际应用，强调学生之间的交流与合作。
三、课堂讨论1. 学生分组讨论，分析不同英语教学法的特点和适用范围；2. 各小组代表发言，分享讨论成果。
四、总结与作业1. 教师总结本节课的重点内容；2. 布置作业：阅读相关英语教学法书籍，撰写一篇关于英语教学法流派特点的论文。
第二课时一、复习导入1. 教师提问：上节课我们学习了哪些英语教学法流派？2. 学生回答问题，回顾上节课所学内容。
二、讲授新课1. 英语教学法的应用和实践：（1）根据教学目标和学生特点，选择合适的英语教学法；（2）结合实际教学案例，分析不同英语教学法的应用效果；（3）探讨如何将英语教学法应用于教学实践中。
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.。
英语教学法教程教案模板
---课程名称：英语教学法教程授课教师： [教师姓名]授课班级： [班级名称]授课时间： [具体日期]教学目标：1. [具体目标1]2. [具体目标2]3. [具体目标3]教学内容：1. [章节标题1]- 主要知识点：[详细描述] - 教学重点：[强调重点] - 教学难点：[指出难点] 2. [章节标题2]- 主要知识点：[详细描述] - 教学重点：[强调重点] - 教学难点：[指出难点] 3. [章节标题3]- 主要知识点：[详细描述] - 教学重点：[强调重点] - 教学难点：[指出难点]教学方法：1. 讲授法：[具体说明]2. 案例分析法：[具体说明]3. 小组讨论法：[具体说明]4. 角色扮演法：[具体说明]5. 其他方法：[具体说明]教学步骤：1. 导入：- 引入话题：[简要介绍]- 激发兴趣：[提出问题或活动]2. 讲授：- 讲解知识点：[按照教学目标详细讲解]- 结合案例：[引入实际案例，加深理解]3. 练习：- 课堂练习：[设计相关练习，巩固知识点]- 小组活动：[组织小组讨论或合作练习]4. 总结：- 知识点回顾：[总结本节课的主要知识点]- 学生反馈：[收集学生对教学内容的反馈]5. 作业布置：- 书面作业：[布置课后练习或作业]- 实践作业：[布置与实际应用相关的作业]教学评价：1. 课堂表现：[观察学生在课堂上的参与度、积极性等]2. 作业完成情况：[评估学生对知识的掌握程度]3. 小组合作：[评估学生在小组活动中的表现]教学反思：- 教学效果：[总结教学效果，反思教学方法的适用性]- 学生反馈：[记录学生对教学内容的反馈，改进教学方法] ---请根据具体的教学内容和学生情况进行调整和补充。
英语教学法教案
英语教学法教案一、教学目标本教案旨在帮助学生掌握英语教学法的基本概念和方法，了解英语教学的基本原则和技巧，提高英语教学的效果和质量。
二、教学内容1.英语教学法的基本概念和方法2.英语教学的基本原则和技巧3.英语教学中的教学设计和教学评估三、教学方法本教案采用讲授、讨论、案例分析和实践操作相结合的教学方法，通过理论讲解和实践操作相结合的方式，帮助学生掌握英语教学法的基本概念和方法，了解英语教学的基本原则和技巧，提高英语教学的效果和质量。
四、教学步骤第一步：导入1.教师介绍本节课的教学内容和目标，引导学生进入学习状态。
2.教师通过提问或讨论的方式，调动学生的学习兴趣，激发学生的学习热情。
第二步：讲授1.英语教学法的基本概念和方法–介绍英语教学法的基本概念和方法，包括语言教学法、教学设计、教学评估等。
–分析不同的英语教学法的优缺点，帮助学生选择适合自己的教学方法。
2.英语教学的基本原则和技巧–介绍英语教学的基本原则和技巧，包括语言输入、输出、交互、情境等。
–分析不同的英语教学技巧的优缺点，帮助学生选择适合自己的教学技巧。
第三步：案例分析1.教师通过案例分析的方式，让学生了解英语教学法的实际应用。
2.学生通过分析案例，掌握英语教学法的具体操作方法和技巧。
第四步：实践操作1.学生通过实践操作的方式，巩固所学的英语教学法知识和技巧。
2.教师通过实践操作的方式，对学生的英语教学法知识和技巧进行评估和指导。
第五步：总结1.教师对本节课的教学内容和目标进行总结和回顾。
2.学生对本节课的学习效果和收获进行总结和反思。
五、教学评估1.学生通过实践操作和案例分析的方式，展示所学的英语教学法知识和技巧。
2.教师通过观察和评估学生的实践操作和案例分析，对学生的英语教学法知识和技巧进行评估和指导。
六、教学反思本教案采用了讲授、讨论、案例分析和实践操作相结合的教学方法，通过理论讲解和实践操作相结合的方式，帮助学生掌握英语教学法的基本概念和方法，了解英语教学的基本原则和技巧，提高英语教学的效果和质量。
英语教学法教程教案
英语教学法教程教案第一章：英语教学法概述1.1 教学法的定义解释教学法的概念和重要性探讨不同教学法的特点和应用1.2 英语教学法的历史与发展回顾英语教学法的发展历程分析不期的教学方法和理念1.3 英语教学法的现状与趋势探讨当前英语教学法的现状预测未来英语教学法的发展趋势第二章：交际式教学法2.1 交际式教学法的理论基础介绍交际式教学法的理论背景分析交际式教学法的核心原则2.2 交际式教学法的教学目标阐述交际式教学法的教学目标探讨交际式教学法在英语教学中的应用2.3 交际式教学法的教学活动设计介绍交际式教学法的教学活动设计方法示范设计一个交际式教学活动的步骤第三章：任务型教学法3.1 任务型教学法的理论基础解释任务型教学法的理论背景探讨任务型教学法的教学理念3.2 任务型教学法的教学目标阐述任务型教学法的教学目标分析任务型教学法在英语教学中的应用3.3 任务型教学法的教学活动设计介绍任务型教学法的教学活动设计方法示范设计一个任务型教学活动的步骤第四章：直接法4.1 直接法的理论基础解释直接法的概念和理论背景探讨直接法在英语教学中的应用4.2 直接法的教学目标阐述直接法的教学目标分析直接法在英语教学中的优势和局限性4.3 直接法的教学活动设计介绍直接法的教学活动设计方法示范设计一个直接教学活动的步骤第五章：全身反应法5.1 全身反应法的理论基础解释全身反应法的概念和理论背景探讨全身反应法在英语教学中的应用5.2 全身反应法的教学目标阐述全身反应法的教学目标分析全身反应法在英语教学中的优势和局限性5.3 全身反应法的教学活动设计介绍全身反应法的教学活动设计方法示范设计一个全身反应教学活动的步骤第六章：沉默法6.1 沉默法的理论基础解释沉默法的概念和理论背景探讨沉默法在英语教学中的应用6.2 沉默法的教学目标阐述沉默法的教学目标分析沉默法在英语教学中的优势和局限性6.3 沉默法的教学活动设计介绍沉默法的教学活动设计方法示范设计一个沉默教学活动的步骤第七章：视觉教学法7.1 视觉教学法的理论基础解释视觉教学法的概念和理论背景探讨视觉教学法在英语教学中的应用7.2 视觉教学法的教学目标阐述视觉教学法的教学目标分析视觉教学法在英语教学中的优势和局限性7.3 视觉教学法的教学活动设计介绍视觉教学法的教学活动设计方法示范设计一个视觉教学活动的步骤第八章：游戏教学法8.1 游戏教学法的理论基础解释游戏教学法的概念和理论背景探讨游戏教学法在英语教学中的应用8.2 游戏教学法的教学目标阐述游戏教学法的教学目标分析游戏教学法在英语教学中的优势和局限性8.3 游戏教学法的教学活动设计介绍游戏教学法的教学活动设计方法示范设计一个游戏教学活动的步骤第九章：信息技术在英语教学中的应用9.1 信息技术在英语教学中的作用探讨信息技术在英语教学中的重要性分析信息技术的应用方式和效果9.2 信息技术的教学工具和资源介绍常用的信息技术教学工具和资源分析各种工具和资源的特点和适用场景9.3 信息技术的教学活动设计介绍信息技术教学活动设计的方法示范设计一个利用信息技术开展的教学活动步骤第十章：英语教学评估与反馈10.1 英语教学评估的重要性解释教学评估的概念和重要性探讨评估在英语教学中的作用和意义10.2 教学评估的方法和工具介绍常用的教学评估方法和工具分析各种方法和工具的特点和适用场景10.3 教学反馈的技巧与策略探讨如何有效地给予教学反馈示范有效的教学反馈技巧和策略重点和难点解析一、英语教学法概述重点和难点解析：理解不同教学法的特点和应用，以及它们在英语教学中的重要性。
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Teaching Plan
Ⅰ.Background information:
●Analysis of the teaching material:
This reading material is from Unit10,Section A I’m Going to be a Basketball Player. The topic of the lesson is talking about occupation. This topic is attractive and interesting because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand.
●Analysis of the students:
The students are in junior high school, Grade 2.They have mastered a basic knowledge of English, but they may be unaware of some new words and expressions . Besides, they may have different ideas of what they are going to be in the future and they are curious about some jobs.
Ⅰ. Teaching objectives
1.Knowledge objectives:
Students can learn some important words and expressions: professional, pilot, programmer, engineer,dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends
2.Ability objectives
1)students can understand the words and expression of future intensions
2)students can understand the dialogue about future intensions
3)students can talk with other students about their future intensions using the
structure pattern “be going to”
3..Affective objectives
Everyone has their own dreams and plans for the future and look forward to the future career. People often talk about their ideas, so this part can stimulate the students' learning initiative and interest in learning.
Ⅲ. Key points and difficult points.
1.key point
1）vocabulary: professional, pilot, programmer, engineer, exhibition, resolutions……
2) sentence pattern: --What are you going to be…
--I’m going to be….
--How are you going to do……
--I’m going to ……
2. Difficult point and solutions
一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆. 学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
Ⅳ.Teaching methods:
municative language teaching methods;
2.Task-based teaching methods;
3.Audio-visual teaching methods
Ⅴ. Teaching aids:
Multi-audio devices, PPT ,pictures
Ⅵ.Teaching procedures:
Stage 1 Pre-task
Activity1:students enjoy a song Be What You Wanna Be. Let them find out how many jobs are mentioned in the song and what they are.
Activity2：play a guessing game: Teacher asks a student to the platform and tell him a career. The student should express the career by gestures. And the teacher should ask the students “what does he do?”
Activity3:Students see the pictures of jobs and volunteer to say what these jobs are. Teacher summarizes and writes the words on the blackboard.
Stage 2 While
-task
Activity1: Let students listen to a story. Say, I have a good friend ,he is a driver, he is a very friendly and kind person, but he has a very strange name, we call him
Mr. going to do . Mr. going to do is a good driver but he has a bad habit. He always says,
I’m going to do something, but actually, he never does it. Do you want to know him?
Activity2: Teacher leads the students to read the text and finish some tasks
1) Read the text and teach them the important sentence patterns
2) Teacher sets up questions and talk about ideals with the students
What are you going to be when you grow up?
I am going to be a …… ?
How are you going to do that?
I’m going to ……
Activity3: Pair work
Share your dream A: What are you going to be when you grow up?
B: I am going to be a ……?
A: Why do you want to be ……
B: Because……
A: How are you going to do that?
B: I’m going to ……
Activity4: Listening practice finish the practise1b
Stage 3 Post-task
Activity1: 1) Design the following charts
2) Require four students a group to talk about their ideal career and how
to realize his ideal
3) Make records and do a report in class.
Stage 4 Summary
Summary the sentence pattern:I am He / She / It is
going to + do
We / You / They are
Stage 4 Homework
Write a short essay “My Future” to talk about their life ideal.
Blackboard design。